LEAVING CERTIFICATE EXAMINATION. · LEAVING CERTIFICATE EXAMINATION. EXAMINATION PAPERS 1910. LONDON: PRINTED UNDER THE AUTHORITY OE HlS MAJESTY’S STATIONERY OFFICE Br EYRE AND

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SECONDARY EDUCATION (SCOTLAND).

LEAVING CERTIFICATE EXAMINATION.

EXAMINATION PAPERS 1910.

LONDON:

PRINTED UNDER THE AUTHORITY OE HlS MAJESTY’S STATIONERY OFFICE

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1916.

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SCOTCH EDUCATION DEPARTMENT.

JULY, 1916.

RECENT PUBLICATIONS OF THE DEPARTMENT.

The practice of some Boards of placing' a standing order with their stationer or "bookseller to supply, as soon as issued, the Code for the year, the Memoranda on the Teaching of School Subjects, and other inexpensive official publications of special interest to the School Staff, might usefully he followed.

The following is a List of some of the more important Official Publica- tions of the Department. They cannot be purchased from this Office, hut may be obtained, either directly or through any Book- seller, from H.M. STATIONERY OFFICE (Scottish Branch) 23, Forth Street, Edinburgh ; or WYMAN & SONS, LIMITED, Fetter Lane, Fleet Street, London, E.C.; or E. PONSONBY, LIMITED, 116, Grafton Street, Dublin.

Code of Regulations for Day Schools, 1915. [Cd. 7788.] Price 'id. ; post free, id.

Minute of 3rd February, 1915. [Cd. 7789.] Amending Day Schools Code. Price ^d. ; post free, Id.

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Code of Regulations for Continuation Classes, 1915. [Cd. 7910.] Price 2gd. ; post free, 3-[d..

Minute of 19th August 1915. [Cd. 8060.] Amending the Continuation Class Code. Price \d., post free Id.

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Regulations for the Preliminary Education, Training and Certification of Teachers for various grades of Schools, 1915. [Cd. 8061.] Price 3|d.'; post free, i\d.

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Reports, Ac., 1914-15. Price 8s. ; post free, 8s. Id. This Volume contains the Day School and Continuation Class Codes

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The Cleansing and Disinfecting of Schools, 1907. Price Id.; post free, Rd.

Syllabus of Lessons on “ Temperance ” for use in Schpols. Price 2d. ; post free, 2\d.

Syllabus of Physical Exercises for use in Public Elementary Schools. Price 9d. ; post free, lid.

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These “ JVotesf which are designed to make the Syllabus more useful to Teachers, contain 27 full-page illustrations of Good and Dad Positions in the various exercises.

A FURTHER LIST OF PUBLICATIONS APPEARS ON PAGE 3 OF COVER.

x (331849

SECONDARY EDUCATION (SCOTLAND),



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CONTENTS.

PAGE

EXAMINATION PAPERS - - - - 3

APPENDIX—

List of University and Professional Authorities "by whom evidence of having passed at the Leaving Certificate Examination is accepted in lien of Preliminary Examina- tions held by them - - - - - 90

Conditions as to Exemption :—

University of Oxford - - - - - 91 University of Cambridge - - - - - 91 Scottish Universities - - - - - 93 University of London - - - - - 94

Memorandum as to dates of examination from 1917 to 1921 95

EXAMINATION PAPERS. 3


The Leaving Certificate Examination is held annually by the Scotch Education Department. In 1916 it com- menced on Tuesday the 28th March.

Candidates must be (a) pupils of a School at which, or in connection with which, the Examination is held, who have been in regular attendance at the School from January to the date of the Examination; or (6) Junior Students; or (c) Pupil Teachers actually engaged in a State-aided School.

EXAMINATION PAPERS.

ENGLISH

LOWER GRADE—(FIRST PAPER)

Tuesday, 28th March—10.30 A.M. to 1.0 P.M.

All Candidates should attempt FIVE questions, namely, the whole of Questions 1, 2, 3, and 4, with ONE or other of the options given in Question 5.

[The value attached to each question is shown in brackets after the question^]

N.B.—Write legibly and neatly. Marks will be deducted for bad writing.

1. Write a composition of about two pages on any one of the following subjects :—

(a) The care of pets. (b) The benefit of being trained as a boy or girl

scout. (c) A dream. (d) A visit to a picture gallery. (30)

u (33)849 Wt 7184—883 750 & 1125 7/16 E & S A 2

4 LEAVING CERTIFICATE EXAMINATION.

2. Read the following poem very carefully, at least twice, from beginning to end. Then, from the material there supplied, write out in your own words the story of Ellen of Lorn, arranging the various incidents in their chronological order:—•

GLENARA. 0 heard ye yon pibroch sound sad in the gale, Where a band cometh slowly with weeping and wail ? ’Tis the Chief of Glenara laments for his dear ; And her sire, and the people, are call’d to her bier.

Glenara came first with the mourners and shroud ; Her kinsmen they follow’d, but mourn’d not aloud : Their plaids all their bosoms were folded around : They march’d all in silence, they look’d on the ground.

In silence they march’d over mountain and moor. To a heath, where the oak-tree grew lonely and hoar: “ Now here let us place the gray stone of her cairn ; Why speak ye no word ? ” said Glenara the stern.

“ And tell me, I charge you, ye clan of my spouse, Why fold ye your mantles, why cloud ye your brows ? ” So spake the rude chieftain. No answer is made, But each mantle unfolding a dagger display’d.

‘‘I dreamt of my lady, I dreamt of her shroud,” Cried a voice from the kinsmen, all wrathful and loud ; “ And empty that shroud, and that coffin did seem : Glenara ! Glenara ! now read me my dream ! ” 0 ! pale grew the cheek of that chieftain, I ween, When the shroud was unclosed, and no lady was seen ; When a voice from the kinsmen spoke louder in scorn, ’Twas the youth who had loved the fair Ellen of Lorn. “ I dreamt of my lady, I dreamt of her grief, I dreamt that her lord was a barbarous chief: On a rock of the ocean fair Ellen did seem ; Glenara ! Glenara ! now read me my dream ! ” In dust, low the traitor has knelt to the ground, And the desert reveal’d where his lady was found ; From a rock of the ocean that beauty is borne,— Now joy to the house of fair Ellen of Lorn ! (15)

3. (a) Explain the precise meaning of the following words as used in the above poem, and add in each case another word from the same root:—-

sire, kinsmen, hoar, barbarous, traitor.


(h) Give a detailed analysis of the first four lines.

(c) Describe the metre in which the poem is written, and mark the feet and stresses in the last stanza. (15)

4. (a) Explain the meaning, and give (if you can) the origin, of the following •—

“ Lilliputian,” “ forbidden fruit,” “ to have one's pound of flesh,” “an Open Sesame,” “a village Hampden.”

(b) Write a short note applying for a post as a clerk, typist, or apprentice, or for admission to a School of Art or a School of Domestic Science. State your qualifications and the reasons for your choice. (10)

5. Either (a) What is there interesting or dramatic in the

life of any one of the following authors? What are some of his chief works ? :—

Spenser, Sidney, Milton, Goldsmith, Scott, Shelley. Or

(b) “ When chapman billies leave the street.” “ Ruin seize thee, ruthless king.” “ Hail to thee, blithe spirit.” “ Oh listen, listen, ladies gay.” “ It was the winter wild.”

What poems begin with these lines ? Hame the authors, and give a full account of one of the poems, with quotations.

Or (c) Edward Waverley, Oliver Twist, Nigel

Oliphant, David Copperfield, Henry Esmond, David Balfour.

Take any one of these ; name the novel of which he is the hero ; and describe very shortly the kind of experiences through which he passes, and the effect they have on his character, making him wiser or braver or more charitable, &c. (20)


ENGLISH

LOWER GRADE

Tuesday, 28th March—10 A.M. to 10.20.

This paper must not be seen by any Candidate.

To be read out by the Teacher at 10 A.M. in the presence of the Supervising Officer, first with ordinary rapidity, a second time slowly and in short clauses, as indicated by the vertical lines, and a third time more rapidly, to enable Candidates to revise and punctuate. No other assistance ichatever beyond the reading, which should show the sense of the passage, may be given to the Candidates.

To be loritten by the Candidate on the separate sheets provided, which must be collected before the Lower English Paper is distributed.

N.B—Candidates should be requested to write legibly and neatly, and should

be informed that marks will be deducted for bad writing.

PASSAGE FOR DICTATION.

Charity is a universal duty, | which it is iu every .naan's power | sometimes to practise ; | since every degree of assistance, | given to another, | upon proper motives, | is an act of charity ; | and there is scarcely any man j in such a state of imbecility, j as that he may not:, | on some occasions, | benefit his neighbour. | He that cannot relieve the poor, | may instruct the ignorant; | and he that cannot attend the sick, | may reclaim the vicious, j He that can give little assistance himself, | may yet perform the duty of charity, | by inflaming the ardour of others, j and re- commending the petitions | which he cannot grant, | to those who have more to bestow. | The widow that shall •give her mite to the treasury, | the poor man | who shall bring to the thirsty a cup of cold water, | shall not lose their reward.


ENGLISH

LOWER GRADE (SECOND PAPER—HISTORY)

Tuesday, 28th. March—2 P.M. to 3.30 P.M.

All Candidates should answer FIVE questions, viz.—the TWO

in Section A, ONE question from Section B, ONE question from Section C, and a FIFTH question which may he taken either from Section B or from Section G.

[The value attached to each question is shown in brackets after the question.']


SECTION A.

[Both questions in this section must be answered by ALL Candidates.]

1. Place the following events in the century appropriate to each on the accompanying table :—

The battle of Harlaw ; the battle of Crecy ; the Scot- tish Reformation ; the First Crusade ; the battle of the Standard ; the discovery of America ; the career of Thomas Chalmers ; the battle of Brunan- burh ; the Indian Mutiny ; the Thirty Years’ War ; Magna Charta ; the Synod of Whitby; the career of John Wycliffe; the career of Frederick the Great; the Great Fire of London; the battle of Sheriff muir. (8)

2. Explain briefly the connection—

Either

(а) Between the Spanish Armada and the Revolt of the Netherlands ;

Or (б) Between the Revolution of 1688 and the

War of the Spanish Succession; Or

(c) Between the Industrial Revolution and the First Reform Bill. (6)


SECTION B.

3. Why are (a) St. Columba and (7>) Margaret, wife of Malcolm Camnore, famous in Scottish history ? (12)

4. Name (a) two battles fought near Stirling, and (b) two battles fought near Edinburgh. State briefly why these battles were fought and what results followed from them. (12)

5. Contrast the characters and careers of James I. of Scotland and James III. of Scotland, and give some account of the rebellions against them. (121

6. Why are the reigns of (a) Alexander III. and (b) James IV. regarded as the most prosperous in Scottish history? (12)

7. Name six Scottish monasteries. What part was played by the monks in the life of the Middle Ages ?

(12)

8. Trace the part played by the Argyll family in Scottish history from 1638 to 1715. (12)

9. Name two famous historical characters depicted by Scott in each of the following works :—(a) Marmion, (5) The Fair Maid of Perth, (c) The Fortunes of Nigel. Give a brief account of any scene in any one of these works in which one of the Royal Stuarts plays a part. (12)

SECTION C.

10. Give some account of any two of the following:— Joshua, Darius, Pericles, Hannibal, Cicero, the

Emperor Tiberius, Alfred the Great, Saladin, Warwick the King Maker, Drake, Gustavus Adolphus, Lord Nelson, Garibaldi, Lord Roberts. (12)

11. On what occasions were any four of the following expressions used ; or to what persons or events do they refer ? :—

(a) I have spoiled my good battle-axe. (b) I am your King, I will be your leader. (c) The key shall keep the castle and the bracken-

hush the cow.


(d) Presbytery agreetli as well with a King as God with the Devil.

(e) Thorough.

(/) I have no wish to go again on my travels.

(g) George, be a King.

(h) We are conquering Canada on the plains of Germany. (12)

12. In what circumstances did (a) Canute and (b) William I. come to occupy the throne of England?

(12)

13. Write a short account of (a) Simon de Montfort and (6) the Black Prince. (12)

14. When and how did the English lose possession of (a) Normandy, (b) Calais? (12)

15. In what circumstances did the following Kings of England lose their thrones :—Richard II., Richard III., James II. ? (12)

16. Trace the career of Oliver Cromwell from the battle of Naseby to his death. (12)

17. In what ways did (a) Lord Clive, (b) Warren Hastings, and (c) Lord Dalhousie extend the British dominion in India? (12)

18. What did Napoleon mean by describing Great Britain as the most dangerous of his enemies ? (12)

19. Illustrate the importance of railways (a) in trade and (b) in war. (12)

20. Give some account of any two of the following :— Florence Nightingale, Lord Shaftesbury, Lord

Lister, Lord Kelvin, Sir Edwin Landseer, Michael Faraday, Charles Darwin. (12)


ENGLISH—LOWER GRADE (Chronological Chart referred to in Question 1 of Second Paper).

Tuesday, 28th March—2 P.M.

Fill this in first

Name of School

Name of Pupil ..

CENTDET.

501-600

601-700

701-800

801-800

EVENT.

901 1000

1001-1100

1101-1200

1201-1800

1301 1100

1101-1500

1501-1600

1601-1700

1701-1800

1801-1900


ENGLISH

LOWER GRADE (THIRD PAPER—GEOGRAPHY)

Wednesday, 29th. March —1 P.M. to 2.30 P.M.

Answer th.e whole of Sections A and B, and THREE questions from Sections C and D.

[The value attached to each question is shown in brackets after the question.]


SECTION A.

[Answer the ichole of this Section.]

1. On the accompanying map of the World— (а) Insert in their proper places the following

names :—Kiver Yukon, Lake Baikal, Tunis, Falkland Is., Caucasus, St. Helena, Orinoco, Fujiyama, Euphrates.

(б) Show by dots the positions of the following towns, and print the name of each close to the dot:--Genoa, Buluwayo, Mecca, Quito, Riga, Madras, Pietermaritzburg, Cincinnati, Auckland.

(c) When it is noon at Greenwich the times at certain places are as follows :—

(i) 6 P.M,, (ii) 7 A.M., (iii) 2 P.M., (iv) 9 A.M., (V) 7 P.M.

Draw five meridians (lines of longitude) passing through all places that have the above times, and insert in its proper place the name of one town on or close to each meridian. (11)

SECTION B.

[Answer the whole of this Section.]

2. On the accompanying map of the British Isles— (a) Insert in their proper places the following names,

indicating the exact position of towns by a dot:—Limerick (town), Oban, Brighton, Mourne Mts., Hartlepool, Iona, Chiltern Hills, Dunfermline, Windermere.

(b) Print “wheat,” “fruit,” “potatoes,” “dairy produce ” over districts specially noted for these things. Do not print the name of each product over more than two

districts.


(c) Indicate by a line the quickest route by rail and sea (a) between London and Dublin, (6) between Carlisle and Belfast, (c) between Glasgow and Stornoway. Insert the names of these towns and of the ports of embarkation and debarkation. (12)

[Answer THREE questions from the remaining two Sections. One question must he taken from Section C, one from Section D, and the third either from C or D.]

SECTION C.

3. Draw a sketch map of the basin of the River Thames. Insert and name the main tributaries, the chief hill ridges, and the most important towns. (9)

4. Give a short geographical description of the county in which your school is situated. Arrange your answer under these headings :—relief, climate, natural vegetation, crops, and industries. (9)

5. Contrast the main occupations of the people in N.E. Ireland with those of the people in S.W. Ireland. Explain as far as you can the geographical influences that have favoured the development of the various occupations.

(9) SECTION D.

6. Imagine that you are about to make a journey by rail from Halifax (N.S.) to Vancouver (B.C.). Describe the route, the types of scenery, and the products of the districts you would pass through. (9)

7. The following table gives mean temperatures for two places that are approximately in the same latitude.

Discuss and account for the striking contrast in the climate of the two places.

Place. January. July. Mean Annual

Range.

Scilly Isles

Sakhalin

45-7° F.

- 0-4

61- 2° F.

62- 2

15-50 F.

62-6

NOTE.—Sakhalin is an island east of Siberia.

(9)

EXAMINATION PAPERS!. 13

8. Write a short account of (a) the situation, (b) the character, (c) the circumstances which favour the growth, (d) the economic importance of the woodlands of Brazil, or Australia, or New Zealand. (9)

9. Write a short essay on one of the following subjects :—(a) The North-West Passage ; (b) the Exploration of Australia ; (c) Drake’s Voyages; (d) South Polar Exploration. (9)

ENGLISH

HIGHER GRADE

Tuesday, 28th March—10.30 A.M. to 1.0 P.M.

Candidates should attempt the whole of Section A, and TWO questions from Section B.

[The value attached to each question is shown in brackets after the question j


SECTION A.

[The whole of this Section should be attempted—i.e. Questions 1, 2, and 3, and one or other of the alternatives in Question 4.]

1. Write a composition, of about two pages, on any one of the following :—

(a) The physical appearance and what seems to you the character and spirit of any famous city you have visited or read about.

(1 “ Look not thou on beauty’s charming,

!Sit thou still when kings are arming, Taste not when the wine-cup glistens, Speak not when the people listens ; Vacant heart and hand and eye, Easy live and quiet die.”

“ Sound, sound the clarion, liil the fife! To all the sensual world proclaim, One crowded hour of glorious life Is worth an age without a name.”

Compare these ideals of life—retirement and tranquillity, or adventure and fame.


OJ “ And Jephthah vowed avow unto the Lord, and said, ‘If

thou shaft without fail deliver tne children of Ammon into mine hands, then it shall be, that whatsoever cometh forth of the doors of my house to meet me, when I return in peace from the children of Ammon, shall surely be the Lord’s, and I will offer it up for a burnt-offering.’ So Jephthah passed over unto the children of Ammon, to fight against them ; and the Lord delivered them into his hands .... And Jephthah came to Mizpeh unto his house, and, behold, his daughter came out to meet him with timbrels and with dances ; and she was his only child.”

Take up the story at this point, and describe the meeting as dramatically as you can, so as to bring out the conflict of feelings in father and daughter. (25)

2. “ It is not to he thought of that the Flood Of British freedom, which, to the open sea Of the world’s praise, from dark antiquity Hath flow’d, ‘ with pomp of waters, unwithstood,’ Rous’d though it he full often to a mood Which spurns the check of salutary hands, That this most famous Stream in hogs and sands Should perish; and to evil and to good Be lost for ever. In our hails is hung Armoury of the invincible Knights of old ; We must he free or die, who speak the tongue That Shakespeare spake ; the faith and morals hold Which Milton held.—In everything we are sprung Of Earth’s first blood, have titles manifold.”

(a) Give shortly in your own words the thought of the above poem, making clear the significance of the allusions. (6) Indicate the figurative expressions by which Wordsworth makes his thought vivid and moving. (20)

3. Analyse the metrical form of the poem given in Question 2. Are you acquainted with any other varieties of this form ? If so, describe them. (5)

Either

4. (a) Parse the words italicised in the following quotations, adding in each case a note upon the idiom :—

(1) “ And they made ready the present against Joseph came at noon.”


(2) “Either make the tree good and his fruit good, or else make the tree corrupt and his fruit corrupt.”

(3) “Now learn a parable of the fig tree; When her branch is yet tender, and putteth forth leaves, ye know that summer is near.”

(4) “ Whether of them twain did the will of his father ? ”

(5) “ The powers that he are ordained of God.” (10)

Or

4. (h) Give the meaning of the words italicised in the following, and indicate something of the history of each :—

(1) “ The sanguine sunrise, with his meteor eyes,

And his burning plumes out- spread.”

(2) “ So now, Livesey, come 'post; do not lose an hour if you respect me.”

(3) “ My chief humour is for a tyrant.”

(4) “ Nice customs courtesy to great kings.”

(5) “ Tell me, what one character of liberty the Americans have.”

(10)

SECTION B.

[Two questions should he attempted from this Section.}

5. How has Chaucer described the knight in The Prologue ? Compare Chaucer’s knight with other descriptions of the knightly character either by Spenser or by Tennyson. (20)

6. Discuss the thought and the form (construction, diction, metre) of one of the following :—

Prothalamion; Lycidas ; The Bard; Ode on In- timations of Immortality; Ode on a Grecian Urn ; The Scholar Gipsy. (20)


7. “ A favourite theme of comedy is the exposure of the boaster, the correction of the affected, the defeat of the hypocrite.” Illustrate any one of these motives from the works of Shakespeare, or Sheridan, or Dickens, or Jane Austen, or Thackeray, or other well-known author.

(20)

8. Is it true that women characters play a greater part in Shakespeare’s comedies than in his tragedies ? If so, how is it to he accounted for ? (20)

9. What are the essentials of a good biography? Illustrate from any famous biography that you have read, naming the author and his period. (20)

10. What has interested you in the thought and style of one of the following :—-

Gulliver's Travels; Macaulay’s Essay on Clive; De Quincey’s Opium Eater; Ruskin’s Unto this Last; Carlyle’s Heroes and Hero Worship; Stevenson’s Virginibus Puerisque ? (20)

HISTORY

HIGHER GRADE

Tuesday, 28th March—2 P.M. to 4.30 P.M.

All candidates should ansiocr six questions, viz., Section A, TWO questions from Section B, TWO questions from Section C, and a SIXTH question which may be taken either from Section B or from Section C.

[The value attached to each question is shown in brackets after the question.}


SECTION A

[The whole of this Section must be attempted by ALL candidates.']

1. (a) Give two historical examples of each of the following, with dates :—

Wars of Independence ; Wars of Religion ; Armed Neutralities; Revolutions;

EXAMINATION PAPERS. n Mutinies ; The Discovery of new Countries; The union of two King- doms ; Federations. (10)

[At least six of your illustrations must he taken from outside British history.]

' ' . ’ ! i '

(b) Choose one of the following phrases, and tell when it was famous in history and what meaning was attached to it by those who used it:—

The Divine Right of Kings. No Taxation without Representation. Liberty, Equality, Fraternity. (9)

SECTION B

2. About what period did it become possible to speak of (a) “ The Kingdom of England ” and (6) “ The Kingdom of Scotland ” ? State briefly the stages by which national unity was attained in each case. (15)

3. “ In the 12th, 13th and 14th centuries the Crown had two great rivals—the Church and the Baronage.” How far is this true of either England or Scotland ? (15)

4. Narrate the circumstances and events which led up to the fall of the House of Lancaster. (15)

5. Why are the following famous in the history of the Reformation :—(a) Henry VIII. ; (b) Archbishop Cranmer ; (c) John Knox ? (15)

6. Give some account of the relations between Eng- land and Scotland in the reign of Queen Elizabeth. (15)

7. WThat attempts were made to increase the power of the Crown by (a) Charles I. and (b) George III. ? (15)

8. On what grounds may the reign of Queen Anne be regarded as one of the most important in British history? (15)

9. In what circumstances did British forces light at Acre (1799), Navarino (1829), and Acre (1840)? (15)

u 849 B.


10. “ The British Empire was extended by war in the 18th century, and by peaceful methods in the 19th.” How far is this true ? (15)

SECTION C

11. Write a sentence or two giving the main facts about five of the following battles, with their dates, and a paragraph giving a fuller account of the remaining one :— Thermopylie, Platma, Sybota, Helium, Arginusae, Leuctra.

(15)

12. How far is it true to say that the constitution of Athens rendered it impossible for her to make and keep an Empire ? (15)

13. Give a brief account of any two of the following :— The Etruscan wars ; the career of Fabius Cunctator ; the literary relations between Rome and Greece ; the conquest of Gaul; the end of the Roman Republic. (15)

14. What claims has Virgil to the title of the Poet of Imperial Rome ? (15)

15. Criticise one of the following statements :— (a) France produced no great monarch in the

Middle Ages. (b) The greatness of Spain was merely the

result of the weakness of her rivals. (c) Frederick the Great is rightly regarded as

the hero of the 18th century. (15)

16. What were the chief influences that prevented Italy from attaining national unity in the Middle Ages

17. Illustrate the important part played by (a) Holland and (b) Sweden in European history between 1620 and 1720. (15)

18. Write a brief explanatory note upon any two of the following :—the Friars ; the Reformation in Germany ; the career of John Sobieski ; British foreign policy under George I. and George II. ; the Congress of Wenna (1814- 1815); the Treaty of Berlin (1878). - (15)

19. What is the real debt of France to the Great Hapoleon? (15)


20. What internal reforms and what military successes made Prussia the leading power in Germany between 1850 and 1869? (15)

21. What were the causes of the Civil War between the Northern and the Southern States in America ? How was Great Britain affected by the conflict? (15)

GEOGRAPHY

HIGHER GRADE

Wednesday, 29th March—1 P.M. to 3.30 P.M.

FIVE questions only to he answered, namely, the whole of Section A, TWO questions from Section B, and TWO

questions from Section C.



SECTION A.

[Candidates should, attempt the whole of this Section.]

1. (a) The map represents part of the North Downs. In the space provided below the map, draw a section from A to B.

(b) What light does the section throw on the structure of the North Downs ?

(c) Show how the directions of the railways and roads round Guildford have been influenced by geographical conditions.

(d) Discuss and account for the unequal distribu- tion of the population over the area shown in the map. (36)

SECTION B.

[Candidates should attempt not more than TWO questions from this Section.]

2. Illustrate the work of a river, by describing the •course of some particular river, from source to sea. (16)


3. Write notes on any two of the following :—Merca- tor’s Projection ; scarped lands ; anticyclone ; the relation between latitude and noon-altitude of sun at the equinoxes.

(16)

4. Contrast the rainfall and the mean temperature, in January and in July, of places on the Mediterranean coast and in the interior of Russia. How do you account for the contrast ? (16)

5. Describe briefly the methods by which an Ordnance Survey Map, such as accompanies this paper, is constructed.

(16) SECTION C.

[Candidates should attempt not more than TWO questions from this Section.]

6. Name four of the most important naval bases in the United Kingdom. Explain the advantages that each possesses. (16)

7. Give an account of the Atlas Mountain region. Describe the physical structure, climate, plants, and animals, in order to show that this region is more akin to Europe than to Africa. (16)

8. Draw a sketch-map of any one of the following countries :—Russia in Europe, China, Brazil, New Zealand. Indicate high ground by shading, and insert the chief rivers and not more than six important towns. Draw and number a line of latitude, a line of longitude, and an approximate scale of miles. (16)

9. Comment on any two of the following statements :— (a) From a commanding summit in their interior

the Highlands of Scotland are seen to differ from any mountain chain such as the Alps, not merely in their inferior eleva- tion, but essentially in their configuration and structure.

(b) The merchants of the Middle Ages tried to utilise a natural water-way wherever possible.

(c) The conservatism of the Chinese is due in great measure to the profound isolation of their country in former times.


(d) Australia has a remarkable structural re- semblance to South America; but the arrangement of the parts is reversed.

(e) Norway affords an excellent illustration of the influence of geographical conditions on the development of exploration. (16)

LATIN

LOWER GRADE

Monday, 3rd April—10 A.M. to 12.30 P.M.

[The value attached to each Section is shown in brackets at the head of the Section.]


I.—TRANSLATION. (35)

An Ultimatum with a Time-limit.

C. vero Popilius, a senatu legatus ad Antiochum missus, ut bello se, quo Ptolemaeum lacessebat, abstineret, cum ad eum venisset atque is prompto animo et amicis- simo vultu dextram ei porrexisset, invicem illi suam porrigere noluit, sed tabellas senatus consultum conti- nentes tradidit. Quas ut legit Antiochus, dixit se cum amicis conlocuturum. Indignatus Popilius, quod aliquam moram interposuisset, virga(]) solum quo insistebat denotavit, et “ Prius,” inquit, “ quam hoc circulo excedas, da responsum, quod senatui ret'eram.” Non legatum locutum, sed ipsam curiam(2) ante oculos positam crederes. Oon- tinuo enim rex adfirmavit fore ne amplius de se Ptolemaeus quereretur, ac turn demum Popilius manum eius tamquam socii adprehendit. Quam efficax est animi sermonisque abscisa(3) gravitas! Eodem momento Syriae regnum terruit, Aegypti texit.

(1) virga, “ rod,” “ stick.” (s) curia, “ senate-house.” (3) abscisa, “ abrupt,” “ concise.”


II.—GRAMMAR. (15)

[N.B.—The questions refer to the passage set for translation.]

1. Parse, giving the principal parts of each verb, and accounting for its mood and tenses :—abstineret, porrexisset, interposuisset, exeedas, crederes.

2. Explain the construction of prius quam, and illustrate it by short sentences.

3. Mark the long vowels in legatus, venisset, noluit, conlocuturum, denotavit.

III.—SENTENCES. (40)

1. I shall ask him why he did not do so.

2. He went to the country three days ago.

3. The general sent forward some cavalry to see what the enemy were doing.

4. Say nothing to anyone about this.

5. I have no doubt that he will obey me.

6. I found no one who knew what to do.

7. He gave orders that no one was to be spared.

8. You should have told me before if you wished to go away.

9. Ask him whether he believes me or not.

10. I had no fear that he would deny it.

IV.—GENERAL QUESTIONS. (10)

1. Write a short note on any two of the following :— lares, clientes, forum., rostra, Alba Longa.

2. AVhat do you know of any three of the following :—Fabius Cunctator, Coriolanus, Regulus, M. Antonins ?


LATIN

HIGHER GRADE—(FIRST PAPER)

Monday, 3rd April—10 A.M. to 12 NOON

[The value attached to each Section is shown in brackets at the head of the Section.]

N.B. -Write legibly and neatly. Marks will be deducted for bad writing.

I. Translate into English :—

(1) The wife of Masinissa prefers death to ignominious surrender. (20)

Masinissae haec audienti non rubor solum suft'usus, sed lacrimae etiam obortae ; et cum se quidem in potes- tate futurum imperatoris dixisset, orassetque eum ut, quantum res sineret, fidei suae temere obstrictae consuleret (promisisse enim sese in nullius potestatem Sopho- nisbam traditurum) ex praetorio in tabernaculum suum confusus concessit, ibi arbitris remotis, cum crebro suspiritu, quod facile ab circumstantibus tabernaculum exaudiri posset, aliquantum temporis consumpsisset, in- genti ad postremum edito gemitu, fidum e servis vocat, sub cuius custodia regio more ad incerta i'ortunae venenum erat, et mixtum in poculo ferre ad Sophonisbam iubet, ac simul nuntiare Masinissam libenter primam ei. fidem praestiturum fuisse, quam vir uxori debuerit. quoniam arbitrium eius, qui possint, adimant, secundam fidem praestare, ne viva in potestatem Homanorum veniat. memor patris imperatoris patriaeque et duorum regum^ quibus nupta fuisset, sibi ipsa consuleret. hunc nuntium ac simul venenum ferens minister cum ad Soplionisbam venisset, “ accipio ” inquit “ nuptiale munus, neque in- gratum, si nihil mains vir uxori praestare potuit.”

(2) King Latinus reluctantly forced (25) into war.

Ilicet infandum cuncti contra omina helium, (Jontra fata deum, perverse numine poscuut; Oertatim regis circumstant tecta Latini. Ille, velut pelagi rupes immota, resistit,


Ut pelagi rapes magno veniente fragore, Quae sese, multis circum latrantibus undis, Mole tenet : scopuli nequiquam et spumea circum Saxa fremunt, laterique illisa refunditur alga. Yerum ubi nulla datur caecum exsuperare potestas Consilium, et saevae nutu lunonis eunt res ; Multa decs aurasque pater testatus inanes, “ Frangimur hen fatis ” inquit “ferimurque procella!

Ipsi has sacrilego pendetis sanguine poenas, 0 miseri. Te, Turne, nefas, te triste manebit

“ Supplicium, votisque deos venerabere seris. Nam mihi parta quies, omnisque in limine portus ;

u Funere felici spolior.” Nec plura locutus Saepsit se tectis, rerumque reliquit habenas.

II. Translate into English, either (1) or (2):—

(1) Chremes tells Menedemus that he has been too reserved to his son.

Menedemus cannot forgive himself. (25)

CH. Ingenio te esse in liberos leni puto, et ilium obsequentem. siquis recte aut commode tractaret. Arerum nec ilium tu satis noveras, nee te ille ; hoc quom fit, ibi non vere vivitur. tu ilium nunquam ostendisti quanti penderes, nec tibi illest credere ausus quae est aequom

patri. quod si esset factum, haec nunquam evenissent

tibi. ME. Ita res est, fateor ; peccatum a me maxumest. CH. Menedeme, at porro recte spero et ilium tibi

salvom adfuturum esse hie confido propediem. ME. Utinam ita di faxint. CH. Facient. nunc si

commodumst, Dionysia hie sunt hodie : apud me sis volo.

ME. Non possum. CH. Quor non ? quaeso tandem aliquantulum

tibi parce : idem absens facere te hoc volt Alius. ME. Non convenit, qui ilium ad laborem hinc

pepulerim, nunc me ipsum fugere. CH. Sicine est

sententia ?

Give a scheme of the comic senarius, and illustrate from the above passage.

EXAMINATION PAPERS. 25 (2) (25)

Fortes creantur fortibus et bonis ; est in iuvencis, est in equis patrum virtns, neque imbellem feroces

progenerant aquilae columbam; doctrina sed vim promovet insitam, rectique cultus pectora roborant; utcumque defecere mores,

indecorant bene nata culpae. Quid debeas, o Roma, Neronibus, testis Metaurum flumen et Hasdrubal devictus et pulcber fugatis

ille dies Ratio tenebris, qui primus alma risit adorea, dirus per urbes Afer ut Italas ceu flamma per taedas vel Eurus

per Siculas equitavit undas. In wliat metre is this written ? Scan the last four

lines. III.—GENERAL QUESTIONS. (10)

Answer any one of the following : — (1) To what cause was the power of the Roman

Senate due ? (2) What led to the wars between Rome and

Carthage ? (3) Sketch the rise of Epic poetry among the

Romans.

LATIN

HIGHER GRADE—(SECOND PAPER)

Monday, 3rd April—1.30 P.M. to 3.30 P.M.

[The value attached to each Section is shown in brackets at the head of the Section^]


I.—COMPOSITION. (40) Translate into Latin Prose : —

Touching this there is a notable passage in Thucy- dides, the Greek historian, where he tells how the


Republic of Athens, coming victorious out of the Pelopon- nesian war, wherein she had bridled the pride of Sparta, and brought almost the whole of Greece under her authority, was encouraged by the greatness of her renown to propose to herself the conquest of Sicily. In Athens this scheme was much debated, Alcibiades and certain others who had the public welfare very little in their thoughts, but who hoped that the enterprise, were they placed in command, might minister to their fame, recom- mending that it should be undertaken. Nicias, on the other hand, one of the best esteemed of the Athenian citizens, ivas against it, and, in addressing the people, gave it as the strongest reason for trusting his advice that, in advising them not to engage in this war, he urged what was not for his own advantage ; for he was certain that, were war declared, no citizen would rank before him or even be looked upon as his equal.

II. —SENTENCES. (20)

1. Can you not see that he would never have done this unless he had been bribed ?

2. When you get to Rome, be sure to find out whether that is true or not.

3. He told me that he would never pardon me, since I had done him a grave injury.

4. Don’t let any one know that I was at your house last night.

5. if you ask him, I am afraid he will say he knows nothing about the matter.

III. —GRAMMAR. (10)

Translate, with a note on the syntax •— (a) Nisi Latini sua sponte anna sumpsissent, capti

aut deleti eramus. (b) Sunt qui non habeant, est qui non curat habere. (c) Facere non possum quin cotidie ad te mittam

litteras. (d) Ut rationem non redderent, auctoritate tamen

vincerent. (c) Hoc tantum bellum quis unquam arbitraretur ab

uno imperatore confici posse ?


GREEK

LOWER GRADE

Wednesday, 5tbi April—10 A.M. to 12.30 P.M.

[T/ie value attached to each Section is shown in brackets at the head of the Section^]

N.B—Write legibly and neatly. Marks will be deducted for bad writing.

L (45) Translate into English:—-

Kal yjSr) epôvTcu vapa ySacrtXews /cat Ttcrcraêppovs

KijpvKes, ol pev aXkoi /3dp/3apoi, rjv S’avToiv ‘haXti'os els

'EWrjv. OVTOL Se TTpocrekdovres Kal KaXecravres rows TCOV

‘EXXrjvoov dpôvras Xeyovcnv on /SacnXevs KeXevei rovs

’'EXXrjvas, iirel VIKCQV Tvyyavei Kal YLvpov dveKTove, vapa-

Bovras TCL onXa ievai iirl rd? fiacnXecos Ovpas. ravra per

einov oi ySacriXeais KppVKes ' ol Se 'EXX^ve^ /3apea>s per

y]Kovtjav ’ opcos Se KXeGpyos TOCTOVTOV elver, OTL OV rcor

VLKcorTcor elrj rd ovXa vapaSiSorai. “ ’AXA.’,” “ {ipels

per, l) dvhpes crTparpyoi, TOVTOLS diroKplracrOe d TL KaKXuTTor

Kal dpicTTor eyere, e’yw Se avriKa r/^cr” erda Si] dveKplraro

KXedrwp per 6 ’Ap/cd?, npeo-fivTaros dir, OTL vpocrOer dr

dvoOdvoier r/ rd ovXa vapadoler ' Ilpoêi'os Se 6 ©^/Icuo?,

AXX’ eyeu,” ecfrq, “ <2 âXlre, davpdl,a) vorepa a>s Kpardr 6

fiaaiXevs alrel rd ovXa, r) w? Sid faXlar Sdpa. el per yap

ws K par dr, TL Sei avrbr airelr Kal ov Xafielr iXdorra j el Se

Treicras fSovXeraL XafieZr, Xeyera) TL ecrrai rois crTparioirais > ' 5 - / 3, ear avrco Tavra yapLcruivTaL.

II.—GRAMMAR. (15) [N.B.—The questions refer to the passage set for

translation.]

1. Parse the following words, giving the principal parts of each verb and explaining its syntax : wpocreXdorTes,

KaXeaarre^, dveKTore, dvoKplracrde, dvoddroier.

2. What cases can vapd govern in addition to the genitive in vapd fiao-LXecrs, and with what meanings ?

3. Illustrate the rules of indirect speech from the above passage.


III.—SENTENCES. (30) 1. I think he is at Athens. 2. I heard him saying that. d. We knew that he was a friend. 4. If you do that, you will he punished. 5. Do not speak ill of me. 6. I came here in order to see you. 7. I did not give anything to anyone. 8. If he has been ill-treated by me, let him say so. 9. Tell me what I should have done.

10. I don’t know whether I am able to do that.

IV.—GENERAL QUESTIONS. (10) 1. Write a short note (about six lines) on any three oi

the following :—Andromache, Orestes, Calypso, Theseus, ■Solon, Themistocles.

2. Choose any tioo of the following places ; state where they are and what they are famous for :—The Thracian 'Chersonese, Piraeus, Salamis, Syracuse, Cnossus.

GREEK

HIGHER GUAUE—(FIRST PARER)

Wednesday, 5th April—10 A.M. to 12 NOON.

[The value attached to each Section is shown in brackets at the head of the Section.}

JST.B.—Write legibly and neatly. Marks will be deducted for bad writing.

I. (40) 1. Translate into English :—-

UXelcrTcov /JLCV ovv dyaOSiv curious /cal /xe-ylcrTcov irralvcov

dijlovs TjyovjxaL yeyevyjcrOcu rows rots crai/xacriu vnep rij?

‘EAAdoos TTpoKLvhvv€.vcra.vT<x<; ' ov p.rjv ovSe TU>V vpb TOV

TroXep.ov TOVTOV yevopevcou SiKcuov dp.vr)p.oveiv ‘ iKetvoi

EXAMINATION PAPERS. 29'

yap rjcrav ol to. TrXrjOr] nporperpavre'; in aper-pv koi yaXenovs avraycovicrTa? rot? fiapfiapois TTOipcravTes. oil' yap npbs apyvpiov Tpv evbaipoviav eKpivov, <x\\' oSro? eSoKec nXovrov acrcfiaXicrTaTOV KeKTrjcrOaL /cal k6XXl<jtov,

ocms rotaSra Tvyypxvoi npaTTcov a>v clvtos re peXXou paXicrr evhoKiprjcreiv /cal rot? noucrl peyLa-Trjv Sofai^ KaraXetyeiv, /cal Seuvorepov ipofaiiôv elvou kolkcos vtto to>v ttoXltuv a.Koveiv r/ .'caXws vnep rrjs noXecog aTrodvpcrKeLv* TOVTMV S’ rjv aiTLCU OTL TOV<; p.eV v6p,OV<S icTKOirOVV 0770)5

/caXa/s eijovcrLV, ra? sa crrdcrets inoiovvTO npos aXXrjXovs, ovy oTrorepoL tov5 erepovs anoXia-avres to)v Xolttcov apôvcnv, aXX’ oTTorepoi (frdyjcrovTaL rr/v ttoXlv ayaOov tl noirjcravTe^. top avrbv Se TpOTTOV /cal to)v aXXo>v ‘EXXtjvojp paXXov inedvpovv pyepoves rj Secnrorcu npocrayopevecrffai, rcS noieiv ev npocrixyopevoi rds noKeis dX.X.’ ov /3la /cara- crTpe(j)6p.evoL, rpv avrrjv dftoupres yvooppv ^XeLV T°v5 aXXovs rjVTrep olvto\ elyov, iSta pev acrtp rd? avroov ttoXcls pyovpevoi, KOLvpv Se rrarpiSa Tpv 'EWdSa vopit,ovTe<; eivaL.

’ 2. Explain and illustrate the uses of tlie future tense in this passage.

3. Write a note on the construction of (bOdvco.

II. (35)

Translate into English, either (1) or (2), answering the relative grammatical questions : —

(1)

Iphigenia offers to save Orestes if he will leave Pylades to be sacrificed and will bear a letter to Argos.

1$. tv S’ —el ydip, u>5 eoiKas, ovre Svo-yevps /cal rd? MvKpvas oicrda yovs Kayo) OeXo— crdOpTL, Kal crv purObv ovk aicrypbv Xa/Scov Kovûv e/cart ypapparcov crwTppiav. ovtos S’, eVetTrep ttoXls dpay/cd£et rdSe, 0ea yevecrda) dvpa ycopurdels credev.

OP. KaXws eXeâs rdXXa nXpv eV, al ijivp ‘

to yap crtpaypvai tovS’ ipol y8dpo? piya. 6 vavcrToXcov yap eip iya> rds crvp,(])opds ’


OUTOS §£ crvfnrXe? tS>v ifjicov ôydcov -yjxpiv. ovkovv Sikcuov iir 6\edpq> tco toOS’ epk -^dpiv Tideada.1 Kavrov eK^vvou kclkmv. <i\\’ ws yevecrdat' rSSe pev SeXrov SlSov ' Trepxpei yap ’'Apyo<?i ojittc croi koXoji eyew ’ ppd^ S’ o ypfl£,cov KTeiviro).

1. Scan the fifth line from the beginning and the fifth line from the end, marking the caesura.

2. Give the Attic prose equivalents of the following : poyOcDV, 6 ypyj^wv, KTewerco.

3. Briefly annotate the words e/co/rq criOev, ovkovv.

(2)

Ovtol pev Stj iv ovSevl \6yco ixttcoAovto, ol Se Ilepcrai /cal 6 dX.Xo? dpiXos d>s Karecjivyov e? to £v\lvov reiyos ecjidpcrav ini tovs nvpyovs dvafidvres nplv rj to vs AaKeSaipovLOw; dniKeo-ffai. dva/Sdvres Se i(f>pd£avTO ws iSwearo dpLcrra to reiyos. npocreA96vT(vv Se Ta>v Aa/ce- Saupovicov KaTecTTijKee cr(j)i TeLyopay'irj ippcopeveo-Tepp. ews pev ydp dnrjcrav ol ’Adrjvaioi, ol S’ rjpvvovTO /cal noWco nXeov eiyov tcov AaKeSaipovlov dxrTe ovk imcrTapevcov Teiyopayeeiv' ws Se^ crcf>L ol ’Afiyvaioi npocrrjXOov, ovtco St) Icryvpr) iylvero TeiyopayLp /cal ypovov ini noAAov. reAos Se dpeTjj re /cal Xinaplp1 inefipcrav ’AOrjvaloL tov relyeos /cal ppmov, tt) Sr) icreyiovTO ol ÊW^/re?. npcoroi Se icrrjXdov Teyeijrat es to relyos, /cal tt)v crKpvrjv ttjv AlapSovlov ovtol rjcrav ol Siapnaeravre^, rd re dAAa ef aiiTrjs koI tt)v (j)dTvpv2 tmv Inncov iovcrav yaxKerjV ndcrav /cal Oeps dîav.

1 Perseverance. 2 Manger.

1. What peculiarity of the Ionic dialect is illustrated by dnLKecrOai ? Give other examples.

2. Comment upon the construction of npiv.


GREEK

Higher Grade—(Second Paper)

Wednesday, 5th. April—2 p.m. to 4 p.m.

[The value attached to each Section is shown in brackets at the head of the Section^]


I.—Homer. (20)

Translate into English :—

Kcu vv kcv elpvcrcrev1 re kcll dcnrerov rjpaTO Kvboi, el pr) UphetcovL TToZrjvepo^ w/cea ’lpis dyyeA.o? rjX0e Oeovcr' anr ’OXvpTrov daipujcrcrecrOcu, KpvfBSa Atos dWcsv re 6ewv ‘ irpb yap rjKe piv 'itprj. dyyov 8’ icrTapevr) eirea vrepoevra npocrrjvSa' Opcreo, TbrjXeiSrj, TrdvTwv iKnayhoTar dvSpan', UaTpoieXa) irrapwov, ov elveiea (f>v\oTTLS alvrj eo’TrjKe tvpb vean'. ol S’ aWnjXovs oXeKovcnp, oi per dpvpopevoL peievos irepi Te6vrj(hT0<i, ol Se epvcrcracrOaL rrorl v1Xlop rjrepoecrcrar Tpwes iTridvovcrLpaXLcrra Se (âiSt/xos 'EiKTwp eXKepevaL peporev ' KecjiaXrjp Se e Ovpbs dpcoyeL TrrjâL dpd crKoXoTTecrcrd' rapord’ aTraXyg dub SeLprjs. dXX’ dpa pr)S’ ert xeicro ' cre/3a<; Se ere Ovpbv LKecrOat HaTpoKXop TpcfrjcrL kvctIp peXurjOpa yereerdae' oral XcL/Brj, au Kev tl veKVs ycryvppepos eXOrj.

’ eipum, “drag.” 2 iniStm, “strive eagerly.” 3 o-koXoi/s, “stake.”

H.—Composition.

Translate into Greek :—

A.—1. They asked him why he had spoken ill of the\ magistrates,

2. What should we have done when we saw the barbarians attacking the Hellenes ?

3. We knew that we were unable to stay any longer.

4. He is afraid that the enemy may depart unobserved.

5. I believe that if you do this all will be well.


B.—A messenger came with all speed from a battle in\ which the Athenians had been beaten and told them that they had gained a great victory. When the truth became known, the magistrates blamed him for having told so great a falsehood ; but he defended himself by saying, “ 0 Athenians, do you regard me as your enemy because I have made you happy for two days? ” This fellow did to a whole people just what some of us are always doing to our friends. We tell them, what is untrue, not to gain any advantage for ourselves, but only to please them. ^

III.—General Questions. (10)

1. What do you know of either (a) Oracles, and the part they played in Greek public life ; or (6) the Athenian expedition against Syracuse ?

2. Give some account of either (a) Pindar, (b) Demo- sthenes, or (c) Aristophanes.

FRENCH

Lower Grade

Friday, 31st March—10 a.m. to 12.30 r.M.

To secure full marhs, the whole of this paper should be answered.

The value attached to each question is shown in brackets after the question.

N.B.—Write legibly and neatly. Marks will

be deducted for bad writing.

I. Write a French version of the passage read out, and add a sentence or two, finishing the story in your own way. (20)

\The passage will be read out at 10 a.m. and Candidates should use the first page of their books for this

answer.~\


II. Translate into English :—

A French boy, cast ashore on a desert island, is at a loss to know how he will spend his time in the rainy season,

when he will be confined to his cave.

Un soir qne j’etais accable de tristesse, il me vint une pensee bien heureuse. Voici ce que je me dis a moi- meme : “A quoi me servent mes larmes ? Mes inutiles “ desirs ne me donneront jamais ce qui me manque. Si “ Dieu a decide que je dois passer ma vie dans une entiere “ solitude, sa volonte s’accomplira malgre toutes mes “ plaintes. Je ferais done bien mieux de my soumettre “ de bonne grace et de tacber de me rendre le moins “ malheureux qu’il me sera possible. Je n’ai ni livre, ni “ plume, ni papier pour occuper mon esprit, mais j’ai une “ memoire ; rien ne m’empeche de me rappeler tout ce “ que j’ai appris autrefois, ce que j’ai lu a 1’ecole et a la “ maison. Ne sera-ce pas comme si Ton me racontait des “ histoires ou comme si je les lisais de nouveau? Je “ n’aurai pas de peine a trouver quelque chose de propre

a me servir de papier. J’ecrirai alors mes aventures, ce qui m’amusera beaucoup, j’en suis sun” Cette idee

m’occupa toute la soiree; mes larmes se secherent, et j’allai me reposer sur mon lit de feuilles, le coeur plus content qu’a 1’ordinaire. (25)

III. Translate into French :—

(a) Constance was the only girl in the family, and bad been born after her four brothers ; the last two, Alfred and Benjamin, were twins,1 and very like each other. Constance was very capricious,2 like all spoilt children, and when she wanted to play or dance or run she went to get Benjamin. When she was tired and wanted to look at pictures3 or play at houses,4 she would call Alfred. But, when Alfred was called, Benjamin always came with him, and, if Benjamin disappeared, Alfred immediately began to run after him, opening all the doors in the house, without ever shutting them, and ciying “Benjamin, where have you gone to ? ” Well, at half-past seven, the- two scholars appeared in their mother’s bedroom, a little ashamed of having slept so late. “ Benjamin wanted to get up at five,” Alfred said, “but it was too soon, and we fell asleep again.”5 (25)'

1 jumeaux. - capricieux. 3 images. 4 le menage (use in singular), ‘ se rendormir.

u 849 C


(b)—1. What were you doing when he arrived yesterday ?

2. Gan you tell me what you are going to do to-morrow ?

3. “ I don’t see anyone here,” he answered.

4. Everyone knows that Paris is in France.

5. He hasn’t got up yet; he isn’t very well this morning

6. How old are you ? I shall be fifteen on Sunday.

T. Don’t forget to learn your French lesson.

8. Have you read much French? Not this year.

9. I will come to see you when I am free.

10. I am sleepy; I have a cold; I have a headache.

11. Mr. Fox’s brother is a doctor.

12. I never saw anything more beautiful.

13. There’s the sun, I think it’s going to be fine after all.

14. How long have you been in Scotland ? Since the fifteenth of February.

15. I was told to come home before supper. (30)

FRENCH

Lower Grade

Friday, 31st March—10 a.m.


The passage should be read out by the Teacher at 10 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.


No notes may be made by the Candidates while it is being . read.

Immediately after it has been read oat the Candidates should 'proceed to reproduce the substance of it in French.

Before the passage is read out, the Supervising Officer must write upon the blackboard the title of the story in French, “ Les Deux Freres et I’Ours,” adding at the same time the following ivords: paws = pattes ; climb a tree = grimper a un arbre; let go = laclier prise ; axe — la haclie ; hold on == tenir bon. He must also warn the Candidates that they are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they should attempt to relate the story in French, in their own way. Special attention should be drawn to the fact that they are asked to add a sentence or two, finishing it in any fashion that seems to them appropriate.

Two brothers, Richard and Harry, were one day walking through a wood, when they heard a noise. It was a bear which was embracing a tree, no doubt with the intention of climbing it. Fearing it might attack them, Richard rushed up, seized it by the paws and so prevented it from moving or doing them any harm. This was all very well, but Richard soon saw it could not go on for ever, and so he sent Harry home to get an axe to kill the bear with, thinking he would very soon be back, as their house was quite near. But he waited a long time in vain, and, in despair, he was on the point of letting go, when he saw his brother approaching with the axe. “What has kept you so long?” he asked. “ Oh! they were dining when I got home,” was the answer, “so I stayed to dinner.” “I see,” said Richard, “catch hold of the paws then and hold the bear for me, while I kill him with the axe.” So Harry caught hold, and Richard said, “ That’s it, just hold on a little ; I wiH go home now, and after dinner I will come back and kill the bear.”

02


FRENCH

Higher Grade—(First Paper)

Friday, 31st March.—10.15 a.m. to 12.15 p.m.

To secure full marks, the whole of this paper should be answered.

The value attached to each question is shoion in brackets after the question.

N.B.—Write legibly and neatly. Marks

will be deducted for bad writing.

I. Translate into French :—

Dear Brother,

I should have answered your letter sooner, hut in truth I am not fond of thinking of the necessity of those I love, when it is so very little in my power to help them. I am sorry to find you are still unprovided for1; and what adds to my uneasiness is, that I have received a letter from my sister, by which I learn that she is pretty much in the same circumstances. As for myself, I believe I could get both you and my poor brother-in-law something like what you desire, but I am determined never to ask for little things, nor exhaust any little interest2 I may have until I can serve you, him, and myself more effectually. As yet no opportunity has offered, but I believe you are pretty well convinced that I will not be remiss when it arrives. The King has lately been pleased to make me Professor of Ancient History in a Royal Academy of Painting, which he has just established, but there is no salary ; I took it rather as a compliment to the Academy, than any benefit to myself. Honours to one in my situation are something like ruffles3 to a man that wants a shirt. (35)

1 sans ressources. 3 credit, le. 3 manchettes de dentelle.

H. Translate into French :—

1. Never do to others what you don’t want them to^ do to you.

2. I couldn’t help calling out to him, as I approached “ What’s wrong ? Are you losing your head ? ”


3. They would never do anything so contemptible, however mean (vil) and cowardly they may be.

4. If great misfortunes have happened, can we be reproached with them ?

5. He wTas arrested for stealing a bag of potatoes from his neighbour’s field. (10)

III. Read most carefully the following fable ; then relate it in your own way, in good French prose, adding any comment that you think appropriate on its purport and meaning.

L’Avantage de la Science.

Entre deux bourgeois d’une ville S’emut jadis tin differend. L’un etait pauvre, mais habile ; L’autre riche, mais ignorant. Oelui-ci sur son concurrent Voulait emporter 1’avantage, Pretendait que tout homme sage Etait tenu de 1’honorer. C’etait tout homme sot : car pourquoi reverer

Des biens depourvus de merite ? La raison m’en semble petite. “ Mon ami,” disait-il souvent

Au savant, “ Vous vous croyez considerable ; Mais dites-moi, tenez-vous table ?

Que sert a vos pareils de lire incessamment ? Ils sont toujours loges a la troisieme chambre Vetus au mois de juin comme au mois de decembre Ayant pour tout laquais leur ombre settlement.

La republiqtte a bien affaire De gens qui ne depensent rien ! Je ne sais d’homme necessaire

Que celui dont le luxe epand beau con p de bien. Nous en usons, Dieu sait ! Notre plaisir occupe L’artisan, le vendeur, celui qui fait la jupe,

Et celle qui la porte, et vous, qui dediez A messieurs les gens de finance De mechants livres bien payes.” Ces mots remplis d’impertinence Eurent le sort qu’ils meritaient.


L’liomme lettre se tut, il avait trop a dire. La guerre le vengea bien mieux qu’une satire :

Mars detruisit le lieu que nos gens liabitaieut. L’un et 1’autre quitta sa ville. L’ignorant resta sans asile ;

II regut partout des mepris ; L’autre recut partout. quelque faveur nouvelle. Cela decida leur querelle.

Laissez dire les sots : le savoir a son prix. (25)

FRENCH


Friday, 31st March—2 p.m. to 4 p.m.




I. Translate into English :—

A Strike Proclaimed.

Aux Parisiens du Massachusetts.

LES COUTURIERES d’hABITS.

Pour venger nos droits meconnus, pour ohtenir justice, nous, les couturieres d’habits de la ville de Paris (Mass.), nous nous mettons en greve ; dans huit jours, nos tyrans auront cede, on nous n’aurons plus d’emploi.

Qui veut nous donner du travail ? Nous n’aimons pas a rester les bras ballants, mais nous sommes deter- minees a ne pas travailler pour rien au profit de gens qui peuvent payer.

Qui a besoin d’un coup de main? Nous savons faire des chapeaux, des habits, des pouddings, des gateaux et des tartes; nous savons coudre, broder, tricoter, rotir et bouillir. Nous savons traire les vaches, faire le beurre et le fromage, engraisser les poulets et soigner un jardin ; nous savons nettoyer la cuisine, balayer les chambres, faire les lits, fendre le bois, allumer le feu, blanchir et repasser, et, de plus, nous adorons les bebes. En un mot, chacune


de nous pent faire une femme de menage accomplie. Pour notre intelligence et notre esprit, adressez-vous a nos anciens maitres.

Parlez vite, messieurs. Qui veut des yeux noirs, de beaux fronts, des cheveux frises et boucles, le cliarme et la jeunesse d’Hebe, la voix d’un seraphin, le sourire d’un ange ?

Vieux messieurs qui avez besoin d’une bonne gouvernante, beaux jeunes gens qui cbercbez une femme active et devouee, parlez, I’enchere est ouverte. Une fois, deux fois, trois fois : adjuge ! Quel est Pbeureux mortel ?

S’aclresser au Comite des couturieres, Rue des Peupliers n° 20. (20)

II. Translate into English :—

Qu’elles sont brillantes, en effet, ces vingt premieres annees du gouvernement de Louis XIV! Un roi plein d’ardeur et d’esperance saisit lui-meme ce sceptre qui, depuis Henri-le-Grand, n’avait ete soutenu que par des favoris et des ministres. Son ame, qu’on croyait subjuguee par la mollesse et les plaisirs, se deploie, s’affermit et s’eclaire a mesure qu’il a besoin de regner. II se montre vaillant, laborieux; quelque cbose de genereux se mele aux premiers calculs de sa politique. II envois des Frangais defendre la cbretiente centre les Turcs: il est protecteur avant d’etre conquerant; et lorsque Pambition I’entraine a la guerre, ses armes heureuses et rapides paraissent justes a la France eblouie. La pompe des fetes se mele aux travaux de la guerre ; les jeux du carrousel,1

aux assauts de Valenciennes et de Lille. Cette altiere noblesse, qui fournissait des chefs aux factions, et que Richelieu ne savait dompter que par les echafauds, est seduite par les paroles de Louis, et recompensee par les perils qu’il lui accorde a ses cotes. La Flandre est conquise ; 1’Ocean et la Mediterranee sont reunis ; de vastes ports sont creuses; une enceinte de forteresses environne la France ; Tindustrie des Pays-Bas et de la Hollande se voit surpasses par les nouveaux ateliers de la France ; une emulation de travail, d’eclat, de grandeur est partout repandue ; un langage sublime et nouveau celebre toutes ces merveilles et les agrandit pour Tavenir.

(20)

P Carrousel sorte de tournoi ou des cavaliers exeeu- tent des evolutions variees ; lieu oil se fait le carrousel.]


III. Translate into English :—

Nicomede. Tout est calme, Seigneur : un moment de ma vue

A soudain apaise la populace emue.

Prusias. Quoi! me viens-tu braver jusque dans mon palais,

Rebelle ?

Nicomede. C’est un nom que je n’aurai jamais. Je ne viens point ici montrer a votre liaine Un captif insolent d’avoir brise sa chaine; Je viens en bon sujet vous rendre le repos Que d’autres interets troublaient mal a

propos. Non que je veuille a Rome imputer quelque

crime : Du grand art de regner elle suit la maxime, Et son ambassadeur ne fait que son devoir Quand il vent entre nous partager lepouvoir. Mais ne permettez pas qu’elle vous y con-

traigne ; Rendez-moi votre amour, afin qu’elle vous

craigne ; Pardonnez a ce peuple un pen trop de

cbaleur Qu’a sa compassion a donne mon malheur ; Pardonnez un forfait qu’il a cru necessaire, Et qui ne produira qu’un effet salutaire.

Faites-lui grace aussi, Madame, et permettez

Que jusques an tombeau j’adore vos bontes. Je sais par quels motifs vous m’etes si con-

traire : Votre amour maternel veut voir regner mon

frere,1

Et je contribuerai moi-meme a ce dessein Si vous pouvez souffrir qu’il soit roi de ma

main. Oui, 1’Asie a mon bras off re encor des con-

quetes Et pour Ten couronner mes mains sont

toutes pretes. 1 Attale, sou of Prusias, king of Bitliynia, and Iris second wife,

Arsinoe. The speaker, Kicomede, was the eldest son of Prusias by his first marriage.


Arsinoe. Seigneur, faut-il si loin pousser votre victoire,

Et qu’ayant en vos mains et mes jours et ma gloire,

La haute ambition d'un si puissant vain- queur

Veuille encor triompher jusque dedans mon coeur ?

Centre tant de vertu j e ne puis le defendre, II est impatient lui-meme de se rendre.

(30)

FRENCH


Friday, 31st March—1.30 p.m. to 2 p.m.


To be read out by the Teacher at 1.30 p.m. in the presence of the Supervising Officer.

To be written by the Candidates on the

separate sheets provided, which must

be collected before the Second

French Paper is distributed.

DIRECTIONS FOR TEACHER.

1. Read the passage aloud distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible. Observe the liaisons as marked.

2. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every zoord very distinctly. The pw'ictua- tion should be indicated thus:—(.) ‘ un point,’ (,) ‘ virgule,’ (;) ‘ point virgule,’ (:) ‘ deux points,’ (?) ‘ point d’interrogation. ’

3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the reguest of individual candidates.


DICTEE.

Quels temps croyez-vous | que je me rappelle le plus volontiers | dans mes reves ? | Ce ne sent point | les plaisirs de ma jeunesse : j ils furent trop rares, j trop meles d’amertume, | et sont deja trop loin de moi; j ce sont ceux de ma retraite, | ce sont mes promenades soli- taires, | ce sont ces jours rapides, | mais delicieux | que j’ai passes toutêntiers | avec moi seul, | avec ma bonne et simple gouvernante, | avec mon cliien bienâirne, | ma vieille ebatte, | lesôiseaux de la campagne, | les bicbes de la foret, | la nature entiere | et sonînconcevable auteur. ] En me levantâvant le soleil | pour aller contempler son lever ] dans mon jardin, | quand je voyais commencer | une belle journee, | mon premier soubait etait | que ni lettres ni visites | n’en vinssent troubler le ebarme. (10)

GERMAN

Lower Grade.

Tuesday, 4th April—10 a.m. to 12.30 p.m.

To secure full marks, the whole of this Paper should be answered, and the German script used, at least in Question IV. (a) and (b).




I. Write out a German version of the passage read out. (15)

[The passage will be read out at 10 a.m., and Candidates should use the first page of their books for this answer.]

II. Translate Into English :—

(a) ©8 luar etnmal etn Aonig, lev ft cub uni) fymtetliefs feme grau, bte -ftonigm, uni) îcet Amber, emeu ©ofyn unb etne Todjter. T>te Totter aber mar uni etn 2>al)r alter al§ ber @ol)n. ©tne§ 3iage§ ftritten bte betben AontgSf'mber mit etnanber, melcêS bon


betben Jlbntg merben fotlte, berm ber ©ruber fagte: „3c^ bin etn SPrtuj, unb menu ^Prtnjen ba [tub, fommen bte ©rtnjefftnnen nicbt jur ©egterung;" btc ôc^ter aber fprai^ bagegen: „ 3ib bin Die Srftgeborene unb bie 3tltefte; mir gebiifirt ber ©orrang." T>a fie nun iiber ifiren ©treit nid;t eintg aurben, fo gingen fie mit etnanber jur Shutter unb fragten biefe: „ ©age, Itebe Shutter, icelibcg Don unS beiben mirb bereinft Jlonig nxrben ?" 2)iefe forage betriibte bie STmtter, unb fie antioortete: „ Siebe înber! ©e^t einmal i)ier ba3 fc|bnc ©lurnletn rei^t genau an, unb bann getft in ben £Balb unb fuêt. ilBer Don (Sucf) beiben biefe§ ©liimcfen juerft finbet, ber mirb bereinft Jlbnig merben." 2)ie Jtinber fafen fief Doll Qtufni erf fa inf eit ba§ ©liimcben an, gingen ûfammen in ben ®alb unb begannen ju fuefen, unb mie fie fo fueften, fo famen fte baib auSeinanber, baf etn§ ba§ anbere arm ben Qlugen Derlor. Unb ba fanb bie fleine ©rinjeffin perft bag SSIumcben unb freute fi($ baruber unb fab fief na<b bem ©ruber um, ber mar aber nicbt ba. Unb ba baebte bag înb: „ @r mirb moffl baib fomnten, rib miff fier auf ifn marten ;" fo legte fie jtcb auf ben meicben Otafen1

unb fblief etn.

1 Otafen = sward. (24)

(b) ©ie ©efcbicfte Dom bbfen g^'ieberiib.

3tm ©runneu ftanb ein grofer epunb, , Siranf iBaffer bort mit fetnem ©tunb. ©a mit ber tpeitfeb’1 b«5u fi<b ftbltcb 3)er bitterbbfe gUeberici); Unb febiug ben <§unb, ber beulte fefr ; Unb trat unb fc^lug ifn tmmer mebv. 2)a btf ber -Smnb ibn in bag ©ein, Otecbt tief bis in Dag ©lut biucin. 2) er bitterbbfe grtebericl;, 3) er febrie unb meinte bitteriicb,— 3ebocb nacb âufe lief ber >§uub Unb trug bie ijdeitfcbe in bem SOtunb. 3n’g ©ett mufj griebertcb nun bitmin, Bitt Dielen ©cbmerj an fetnem ©ein ; Unb ber fberr ©octor filjt babei Unb gibt ibm bitt’re Otrjenei.

] ©eitfebe = whip* (12)


III. (a) Iii tlie above prose passage (II (a)), what is the case of the noun in the sentence „ fo legtc fte ft$ auf ben ttetiên 91 a f e n" and why ? Compose a similar sentence, using the past tense of „ Itegen" instead of „ legen."

(b) Give the Present Infinitive, Present Indicative (1st person singular), and Past Participle of toerlor, fctf) urn, litt. (5)

IV. Translate into German :—

(a) Hans arrived at Gretel’s house. “ Good day, Gretel.” “ Good day, Hans. Have you brought something nice?” “I’ve brought nothing; you give me something.” So Gretel gave Hans a piece of ham. “ Good-bye, Gretel.” “ Good-bye, Hans.”

Hans took the ham, tied a cord to it, and dragged it along, and the dogs came and devoured it. When he got home he had the cord in his hand but there was nothing on it.1 “ Good evening, mother.” “ Good evening, Hans. Where have you been?” “I’ve been to Gretel’s.2”

What did you take3 her ? ” “ Nothing at all; she gave me something.” “What did Gretel give you?” “She gave me a piece of ham.” “ What have you done with the ham, Hans ? ” “I tied it to a cord to lead it home, but the dogs devoured it.” “ How stupid of you, Hans ! you should have carried the ham on your head ! ” “ It doesn’t matter ; next time I shall know better what to do.”

1 on it = Datan ; 2 use Bet; 3 take — fjtnlmttgen. (24)

(b) (1) The boy gave his mother a book.

(2) This poor child has lost his brave father.

(3) Mary, take the chalk in your hand, and go to the blackboard.

(4) Spring comes after winter.

(5) She told me she had bought a new dress.

(6) The dog has jumped into the water, and will soon fetch the stick.

(7) If I had seen you, I should have gone with you to the theatre.

(8) I didn’t get up all day yesterday, as I was not well. (20)


GERMAN

Lower Grade

Tuesday, 4th. April—10 a.m.


The passage should be read out by the Teacher at 10 a.m, in the presence of the Supervising Officer. It should' be read out twice, not too quickly, nor too slowly.

No notes may be made by the Candidates while it is being read.

Immediately after it has been read out the Candidates should proceed to reproduce the substance of it in German.

Before it is actually read, the Supervising Officer must write upon the blackboard the following words : Basket = der Ivorb ; Monkey = der Affe. He should also explain that Candidates are not to aim at reproducing, the passage in all its details, and in the same words, or order of words as the original. They should attempt to tell the story in German in their own way.. Grammatical accuracy is considered very important,, and special value is attached to anything that shows a knowledge of idiomatic German.

STORY TO BE READ OUT.

A poor peasant was once carrying a basket of ripe apples to the castle of a rich count. At the gate he met two monkeys, dressed exactly like children ; they were wearing fine clothes, and each had a hat on his head and a little sword at his side. When the monkeys saw the apples in the basket, they threw themselves on it and devoured most of them. When the peasant reached the castle, the count asked him why the basket was not full. He replied “ It was once full, but on the way here I met your children, who seemed to like the apples; and I had not the heart to refuse them.”


GERMAN


Tuesday, 4tli April—10.15 a.m. to 12.15 p.m.

The whole of this Paper should be answered.


N.B—Write legibly and neatly. Marks will

be deducted for bad writing.

I. Translate:—

A Dastardly Attack.

T)oc^ [cton war SoitjaT btulert ancjefommen, feijtc @irene auf tl)re ntebet unb fet)rte fcf)nell bur^S SSaffer juriicf, bte SBaffen ju l)o(en. T)a feting [etn -§unb etn tefttge§ ©eBeff auf. 3m namltcBen 3tugenBItcf [prangen tiw funf Aerie mit fctwarjen ©eftcttern, briiBen bret Aerie nut [dprarjen ©eficttern non ben SBanben unb SBrtfdH'n be§ >§of)lweg§ terunRr. 3)te[e fitnf ftelen liber Sotf)ar tfer; jene bret pacften ©trenen an. Sot£)ar mel)rte ft cl; tn rafenber ®ut, [(ting, ftie§ unb Btfi um fid) wte etn mtlbeS

Tier. BMf ntcBG ; bte Slinf maren tf)ni ju iibermdcBttg; mit glucten unb ©d)tmpfnamen fttepen fte tlpt auf ben ©tetnblocf ntebcr, fo ba§ tl)m gletcb ba§ Slut liber bte llugcn berunterflof. 2)arauf banben fte tf)tu >§ctnbe unb ^lipe gufammen unb fctleppten tlfn buret bte ©traud)e fori. ©Irene fd>tte erbarntltd) mn -§iilfe unb bat unt tl)r Seben. ©er etnjtge, welder tbv biitte t)clfen fonnen, ftbffnte unb brlillte nor iffiut unter ben Aauften Der fd)marjen Teufel, bte tt)n tro£ fetneb ©traubenS ju ©oben marfen unb jur nattften (Stê jerrten. -§ter jog Der @hte au§ fetnent ©ad etn langeS ©etl terror. atl§ fte tbn an bte @td>e t'unn3c<

brdngt, warb tf)tn ba§ ©ctl unt Seine, Setb, 3trme flint fect§mal beruingemunben. ©o an ben Sattnt feftgefd)niirl (tefen fte tl)n ba tangen. aiu§ ber Sente ftorte er nocb bab Serjmctflttng^ gefitret beg ungliidlicten SWabêng—er felbft in teller Serjwetflung. ®e bie Diauber baron gtngen, gab ttm ber elite noct etn paar grtntnttge Aolbenfibte an ben Aopf, ba§ ttm bte Seftnnung fetwanb. ©amt fprangen fte fort. (25)


II. Translate :—

Lines on a Gain of the Roman Emperor Trajan found in a Church Collection.

(Stlbern fat) tfeute glaften1

3n bem Bvaunen ûBfemieer.

©ettner tm DBfevfaften, @r5fc^tetn2, et, wo fommft bu ^cr ?

StBeldj ctn ungcuiof)nt ©eîige,3

Sic man’§ nic^t in Gotten4 trifft! @f)’ ic^ bic^ jum anbent lege, ©brief), me§ 93itb unb itberfe^rift?

Sa3 ‘i ©in Sorbeer ftatt bet itrone 3tuf bem fjo^gettagnen âubt ? 2)u gef)5reft einem @ot)ne DiomS, bom ©tegerfranj umlaubt?

fflte gebtet’rif^, mte aftmdebtig ©efjn mid) ©tint unb 9tugen an! Unb bte Umfc^ttfi mic fo brdd)ttg: 3mberator unb—Trajan.

Tat, be§ gro^ten dieidjb non atten Unnermif^ter,3 grower >§elb,

SOIujjt at8 Dbferbfennig fatten (Sinem anbern -§errn ber Self!

Tu ber wor be§ UniterS Ten ©efenner’ merfen tjie§ Unb, betm @dt)nen ber <f?b«ne, Te§ 3abrbunbertS Sttbe brieS-

Siegft bu, liegft bu, jioljer .ttatfer, Tern ©efreujigten ju Sub ? Tfiucfen beineS SorbeerS ttietfer' Teutfd)e Sauern 3t)m jum ©rub ?

1 ©taften = gtdnjen. 2 The name of a small silver coin. 3 Compare brngru — t° stamp. 4 tttotte = roll, pile. 5 Compare berwifetjett = to wipe out, to obliterate. G Compare befennen — to profess. 7 ttleiS, ba§ = twig. (25)


III. Translate:— H a r I b e r @ t o fi e.

îir bte SBtlbung feine§ SSolfe? tat Harl, ma§ tn fetuen

Hraften ftanb. @r fovgte, bafi Smitten gegriinbct nutrben unb uBettoactjte fte mtt leBenbtger Tctlnafjme. @r felbft lernte au§er ber bentfct;en aui$ nod? bte [ateintfê <3ptad?e; er fonnte kibe glei^ gelauftg (pveên. 9tucft bte Itunft be§ lltectmenS itbte ev nub etforfdjte mtt grower SBipegierbe ben (Sang bet* (Sefttme. 3u fc^retben mfudjte er unb pftegte besâlb Tafeln unb Laptev in fetnem ©ette untef bem kopftiffen ju ftaben, um in mupigen ©tunben bet y£ad?t feme >§anb an bte ©eftattung ber ©ucfflabett

ju gembbtien. 3)ocp bratpte ev e§ fnertn nic^t meit, tocil er e§ ju fpat angefangen ftatte. Hat! lebte, menu ev nid?t im gelbe lag, tmmev mtt fetnet âmtlte. 23veimal roav ev oevfjeivatet unb f)atte bvet ©ol)ne unb fiinf Tiid)tev. T)ie ©obne levnten, fob alb e§ tpv 3lltev evlaubte, na^ ©itte bev Svanfett veiten, ftt^ attf bev 3agb unb in ben SEaffen uben. T)te Tbcbtev abev mu^ten ftcp mtt SEottavbeit obev mtt bev ©ptnbel befcâftigen. Sftie fpeifte bev Honig opne feine kittbev; auf feinen Oteifcu nafjtn ev fte mit. 3n ©peife unb Ttanf mav ev mitîg, bte Tvimfenbeit oev^ abfcpeute ev auf§ aujfevfte. 3tuf fetne geioolmlicê Tafel lie§ ev mtv piev ©evicpte auftvagen auêv bem ©vatcn, ben tfnn bte 3«gev Pom ©vatfpiefe ju bvtugen pflegten, unb bev ipm liebcv mav alg jebe anbcve ©peife. 2Bat)venb bev Tafel povte ev gevn Muftf obev eittett SSovIefev, bev if)m bte @efd?id;ten nub Taten bev 3llten povtvug. 3m ©enu^ beg SBeineb wav ev fo mdpig, bap ev vtbev Ttfî felten mef)v al§ bveimal tvanf. (20)

GERMAN

Higher Grade (Second Paper)

Tuesday, 4th. April—2.30 p.m. to 4.30 p.m.

The whole of this Paper should he answered, and the German script used throughout.


I. Translate into German :—• King Ulysses, however, was not only a bold man but

also a prudent one; and on the third morning be determined to find out what sort of a place the island was, and


whether it was possible to obtain some food for his hungry companions. So, taking a spear in his hand, he climbed to the summit of a cliff, and gazed round about him. At a distance, towards the centre of the island, he beheld the towers of a palace rising in the midst of lofty trees. The thick branches of these trees stretched across the front (') of the building and concealed the greater part of it, but though he only saw a portion of it Ulysses was convinced that it must be exceedingly beautiful, and probably the residence of some great nobleman or prince. From the chimney rose a blue smoke, and to Ulysses this was the pleasantest part of the spectacle. For it was reasonable to conclude from the abundance of this smoke that there was a good fire in the kitchen, and that at dinner-time, a plentiful banquet would be served up (2) to the inhabitants of the palace, and to any guests whom chance might bring. (35)

Q front = Sflffabe, tie. (2) to serve up = auftragen.

II. Write, in German, a description of any scene that has impressed you in any German novel, or play, or poem that you have read.

The following hints may be helpful:—-

(1) Do not attempt to summarise a whole novel or play or poem, but select some striking scene.

(2) Indicate clearly at the beginning the book from which the scene is taken, and the author’s name.

(3) Imagine the reader to be ignorant of the situation, and try to make your description as clear and as intelligible as possible.

(20) III. Translate into German :—

(1) I remember quite well the day when first I went to school.

(2) Think of your friends at home, and write to them often.

(3) The oftener I read the story, the better I like it.

(4) You may rely on my being there to the minute.

(5) I would fain have asked him what news he had heard, but I suppose he would not have told me anything. (15)

u sig D


GERMAN


Tuesday, 4th April—2.0 p.m. to 2.30 p.m.


To be read out by the Teacher at 2.0 p.m. in the

presence of the Supervising Officer.

To be written by the Candidates on the separate sheets provided, which must be collected before the Second German Paper is distributed.


1. Bead the passage aloud (including the English title) distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible. Wam candidates to use the German script.

2. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) tivice over, and pronouncing every word very distinctly. The punctuation should be indicated thus—(,) ‘ Jtoirttttrt (■) ‘ ©emifolon (.) ‘ $un!t ’.

3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the request of individual candidates.

A Description of the City of Nurnberg.

aSon alien (Seiten | ntmmt fid) Slumtergftattltd) unb ebel au§, |

bt>f4>elte SDiauetn, Turine unt> ©rafien j umfc^ftejien e§, | uue fie c§ ttotmalS fdjuijten. J 3elfn Tore fuffren in fern SnncreS, j beffen ©trafien jioar | metji unregelmaftg unb lotnfeltg ftnb, J aber uberah bag ©enrage einer grofen SSergangenlêtt J an fid) tragen. j £Ber nod? feme alte ©tabt gefeljen bat | unb bte ©traên oon Oiurnberg betritt, | »or bent breitet ficb | etne ncue, refbt uuntDcritê ©eft


cut3. j 2>rt »nmberltd)em@cmtfdj | gefyctt i)te vjerfd;tebenftcn lefiftaften gavben burêtnanber. | SlJtrgenbS etn (Etnerlet, | ntrgenbS etne

i'oit ©efc^rdnfung unb aSorfc^rtft. ! 9ieben ben ^Paldflen tiormaltget ^pati't.jter | jteîen be§-§anbtcerfcrg Heine SBoftmutgen; | female alte ^dufevd)en | legen fid) natparftdj bertmnt | an bas 5)3i:a^fge£dube be3 reiên âufmannS obev gabrifêrrn. (10)

COMMERCIAL GERMAN

Monday, 3rd April—1.30 p.m. to 3.30 p.m.

The whole of this Paper should he answered.

The value attached to each question is shoiun in brackets after the question.

1. Translate into English :—■

Hamburg, ben 14. Dftober 1915.

>§emn @erf)arb unb 6o., Sctpstg.

3in 93eft| 3§ter ©rtefe worn 5. unb 9. b. 9)h8. banfcn twir 3f)»en fiir atteS, ina8 @te unS in benfelben mitgeteilt baben.

4Ba3 ben 9IrtifeI betrifft, bon bem @te un3 Troben ettifditcfen, fo befletten nur fitr btefe3 2)lal nur bret ©tiitf, ndntltcb bon 9io. 3, 91o. 5, unb iJio. 7 je etn ©tiirf, bte @te utt3 gefdhtgft fo fcbnefi al§ nibgticb êr (Stfenbabn, unb jtoar burcb @tljug, jufenben tuotten. 9tucb todren tutr genetgt, bamit etnen 9tugfub^®erfu$ uad; ©raft^ lien ju madden, unb jtcar bttrd) etn ©cbtff, ba§ jc|t 'fyn in Sabttng nad; Oito 3«netro begrtffen tft, jebotb nur unter ber SSebingung, baf (5te nientgfteng etn ffiiertel Qlntetf am Oitftfo itbernebmcn. SBenn @te bamit einberftanben ftnb, fo bitten toir (Ste un§ gefddigft umgebenb ju antmorten.

SJiit atfer 'Kcbtung jcttbnen mir, S. S3ra nbt unb ©obnc.

' (20)

2. Write a letter, in German, to Messrs. Muller & Co., of Hamburg, thanking them for the order given in their letter of -for 50 bags of Java Coffee, and informing them that you have executed this order and shipped the

D 2


goods per s.s. to their port as per invoice enclosed, amounting to £■ , with which amount you ask them to credit your account. Add that you hope that the quality of the Coffee will come up to their expectations and that they will he satisfied with the price you have paid for it. Conclude the letter by enclosing your price list with latest quotations. (30)

3. Translate the following market report :—

93 a u m n oil e nxir tcd^venb be§ garden ffierlaufg feft reranlagt unb bte ifiretfe fonnten auf iDecfungen, Jldufe ber ©êfulation unb bie Beffern SGer^dltniffe tm SOiauufafturmarenânbel um 14 Big 18 IJSunfte ftetgen.

Haffee: ©efc^dft mar fe§r gertng, ba iegltcBe 9tnregung feBIte; bte Ifiretfe formten fid; auf bem geffrtgcn ©tBIuffianb tm attgemetncn f)alten.

iffietjcn mar, uon gelcgentltcBer Crmattung aBgefeBett, feft reranlagt. 3'ttfolge giinfttger JlaBelmeibungen bon ben 9iu§IanbS^ ntdrften nub enter gertng lautenben <Sd)d£ung ber argentttttfd;en SSerfcftjfungcn, fomte im Sufammenfiang, mtt ben fletnern 3n^ fufiren tm sHorbmeften, Beffcrten ftcB bte Spretfe urn 2-J- Bi§ 1-J cents.

2tu(B 31tatg mar tm ©tnflang mit 2Betjen feft unb umfangretcBere fBefnlattbe Hdufc ftattfanben. 3)er @d;Iu§ mar feft; bte Gotten ungen ftefiten ftd; um | cents geftern. (21)

4. Give the proper German equivalent of the following- commercial terms of foreign origin :—HommtS, Honn pagnon, Btrfufar, Hontoforrent, SrBorteur, SBeff‘

(9)

5. (a) Translate into English :—

®te SSermaltung Beantragt bte aSertetlung etncr ®tbfi benbe oon 75 dJt. tiro Qlftte.

Unfere SanfBrobtfton, ©temfiel unb Courtage ftnb bon bem Sdettoertrage aBgejogen morben.

55te Stcferung ber SBaren erfolgt entmeber gegcn 91ad;name ober borBertge Haffafenbung.

2)te Trofura fann enter etnjelnen Terfon ober mely reren Terfonen gemein[d;aftltd) erteilt merben.

(10)


(6) Translate into German : —

Our terms are net cash, against Bills of Lading.

The goods have been sold at cost price.

This clerk has received an excellent testimonial from his former employers.

We have sent them a Post Office Order in payment of their account. (10)

GAELIC

Lower Grade

Tuesday, 4th April—10 a.m. to 1 p.m.


N.B.—Write legibly and neatly. Marks will

be deducted for bad writing and spelling.

1. Reproduce in Gaelic the story read out. (20)

[The story ivill be read out at 10 a.m., and candidates should, use the first 'page of their books for this answer.]

2. Translate into English :—

Muinnlir New Zealand.

Tha 1 uchd-aiteachaidh nan eilean so ’nan daoine fiadhaich borba agus gu tur aineolach. De gach seorsa dhaoine borba air aghaidh an t-saoghail cha’n ’eilan leithid r’am faotainn air son tapachd teomachd spionnaidh agus treubhantais, nam b’aithne dhoibhan cumhachdan nadurra a'chur gu feum. Tha dath an craicinn eadar a bhi dubh agus buidhe-odhar. Tha iad anabarrach salach mosach agus grained, ’nan cleachdainnean, ged nach ’eil daoine sam bith as eireachdaile ’nan cumadh agus ’nam pearsachan. Am bitheantas tha iad dluth air se troighean air airde, agus garbh calma foghainteach liithmhor. Tha cuid de na mnathaibh oga taitneach ri amharc orra, maiseach eireachdail ’nan dealbh, le suilean dorcha baidheil, am fait a’ tuiteam sios aim a dhuala bachlach camagach mu’n guaillibh. Tha e ’na chleachdadh a measg nan daoine


so an aodainn agus an cnirp gu leir a ghearradk le sporan agus sligeachan geura, chnm coltas n’as colgarra agus n’as eagalaicke a tkoirt doibli am beaclid an naimhdean, agus is abhaist do na fir agus na mnatliaibli a’ cholunn uile a smiuradb. le h-ola is le saill rbn agus eisg, agus ere ruaidli, ni tha a’ togail boladh sgreamhail diubb anns an dutliaicli gbrianaich theitli so agus a’ toirt orra amharc uamharra oillteil. (20)

3. Translate into Gaelic :—

After living on the island for some months I dis- covered that I had to earn my bread by the sweat of my brow. I was reduced to a state of nature and felt much discouragement. First, I had no plough to turn up the earth, and no spade to delve it. When the corn was sown I had no harrow, but had to drag a great heavy bough of a tree over it, and scratch it, as it may be called. When the corn had grown I have observed already how many things I wanted to fence it, reap it, carry it home, thrash it, part it from the chaff, and store it. Then I wanted a mill to grind it in, sieves to dress it, yeast1 and salt to make it into bread, and an oven2 to bake it in ; but all these things I did without, and yet the corn was an inestimable3

comfort and advantage to me too. All this, as I said, made everything laborious and tedious to me, but there was no help for it; neither was my time so much loss to me as I had resolved to use none of the corn for bread till I had a great quantity by me. (22)

1 beirm. 2 amhuinn. 3 ro-luachmhor.

4. Translate the tivo following extracts into English : —

(o) Cha bu ghaisgeach Alasdair mor, No Caesar thug an Rbimh gu geill;

Oir ged a thug iad buaidh air each, Dh’fhan iad ’nan traill’ d’am miannaibh fein.

Cha ghaisge an ni bhi liodairt1 dhaoine, ’S cha chliii bhi ann an caonnaig trie;

Cha’n uaisle inntinn ardan borb, S cha treubhantas bhi garg gun iochd.

Ach is gaisgeach esan a hkeir buaidh Air eagal beatha, is uamhann bais,

’S a ch.6mklaich.eas le misnich cridhe A h-uile ni ata dha an dan.


{b) Tha latha fein aig gacii madaclli, Is thig an la as faicle gu crich ;

Glia sklighe bhuan acli astar suarach Tha eadar an uaigb is a’ cliicli.

Slainte is dige, seilbh ro ghldrmhor, As fearr na or a’ cbruinne-cbe ;

Bi taingeil Iliad’s a tlia iad agad, Oir cha inhair iad acli car re. (18)

1 . i. milleadh.

5. In the phrase “ anns an dnthaich gkrianaich,” state clearly why grianach is (1) aspirated, (2) inflected. Con- struct two similar phrases. (4)

6. Give the genitive singular, with the article, of the following nouns :—

bean, each, lamh, bord, cas, siiil, peann, rioghachd, samhradh, loch. (5)

7. Turn into idiomatic Gaelic :—

(a) It is not easy to understand how they came to be lost.

(b) We had no pot to boil the flesh in.

(c) Little girl, did you go back home ? (5)

8. Turn into idiomatic English :—

(а) Cha riiig thu a leas sin a radh rium.

(б) Gabhaidh sin dhuitse innseadh, ach cha ghabh e dhomhsa a chreidsinn.

(c) Air theotbad a deur, cha d’fhuair i furtachd.

Parse the word ‘ a ’ in (b) and in (c). (6)

GAELIC

Lower Grade

Tuesday, 4th April—10 a.m.


The passage should be read out by the Teacher at 10 a.m. in the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.


jVo notes may be made by the Candidates while it is being read.

Immediately after it has been read out the Candidates should proceed to reproduce the substance of it in Gaelic.

The Supervising Officer should explain that Candidates are not to aim at reproducing the passage in all its details, and in the same words or order of words as the original. What is desired is that they should attempt to relate the story in Gaelic, in their own diction and idiom.

During the Seven Years’ War a Scottish Highlander was taken prisoner by a tribe of wild Indians. Instead of being put to death as he expected, he was spared and the Indian chief adopted him as his own son. He learned the language of the red men, followed their habits, and became skilful in the use of their weapons. After a time the tribe set out to join the army of the French, who were then opposed to the English. On the march it wras necessary to pass near the English lines during the night. Early in the morning the old chief roused the young Highlander from slumber, took him to a neighbouring rising ground, and pointed out to him the tents of his countrymen. AYhile doing so the old man seemed greatly agitated, and after a pause said : “In battle with your nation I lost my “ only son, and the sight of their encampment reminds “ me of my bereavement. Tell me if your father is still “ alive, and if he has any sons but you.” The soldier answered : “My father, I hope, is still alive, but 1 am his only son.” The aged chief looked steadfastly at the youth, and exclaimed : “ The world is full of beauty, but .to me it “ is a desert. Everything reminds me of my lost son and “ fills me with sorrow. When I think how your father “ feels when he hears you are a prisoner I cannot but set “ you free. I can in that way make him happy, though “ there is no joy for myself.” So saying he embraced the youth and left him to rejoin his friends in peace.


GAELIC


Tuesday, 4th April—10.15 a.m. to 12.15 p.m.

The whole of this Paper should be answered.




I.—(1) Translate into English : —

Am beil fior ghrddh-duihcha aig na Gaidheil ?

Thug na Gaidheil dearbhadh laidir re an eachdraidh air an speis do an daoine fein is do an dachaidh fein ; agus an ar latha-ne chi sinn iomadh comharra soilleir air an speis do an duthaich is do an cinneadh. Ach o chionn mile bliadhna cha’n fhaigh sinn gradh-duthcha air a nochdadh am measg ar daoine, mar chithear anus na rioghachdan a ghleidh aite-toiseach an eachdraidh an t-saoghail. Feudaidh e bhi gu’m b’e ar crannchar a shonraich ar cleachdain anns a’ cheum so: feudaidh e bhi gu’m b’e ar cleachdain a shonraich ar crannchar. Tha e fior gn’n d’thug ar sinnsearan dearbhadh air misneach is dilseachd airidh air inbhe a b’airde na shealbhaich iad. Ach bha an dilseachd an comhnuidh do dhaoine, is cha b’ann do chilis ; do an dachaidh is cha b’ann do an duthaich. Cha d’eirich iad ’n an iarrtais os cionn ciiise is coir am fine fein. Chaill iad mar so an aon smuain as luachmhoire agus as cumhachdaiche air thalamh air son cliu sluaigh ardachadh : is e sin, beachd cothromach air an dleasnas do an duthaich mar an duthaich, agus do an sluagh fein mar an sluagh.

(2) Give some account of any standard writer of Gaelic prose or verse, and comment on his (or her) literary style and quality.

(3) Indicate the prefixes in the following words and explain their signification : fardorus, fasgadh, frithrathad, urlar, sochar, neo-chearbach, rochrann, ainneart.


(4) Translate into idiomatic English :—

(а) Is mairg air an tuiteadli an sac.

(б) Air feahhas a chainnte cha’n eisdeadh iad ris.

(c) Cha mhor nach coma learn cogadh no sith.

(d) Is feairrde bra a breacadh gun a briseadh. (40)

II.—(1) Translate into English :—

Moladh Goille Ghrois.

M’ionmhainn m’annsachd is mo thlachd G’an d’thug mi toirt;

Cha’n aicheadhainn do’n chleir nach deanainn stad Sa choille sin Crois.

Is binn emit cheolmhor is clarsach cheart Is piob le cuid dos,

Ach is binne na h-eoin a’ seinn mu seach Sa choille sin Crois.

Dh’aon innleachd d’an d’fhuaireadh a mach G-u ar dion o’n ole,

B’fhearr dubhar nan craobh le smuaintean cheart Sa choille sin Crois.

Ged bhiodh tu gun radharc sulj gun luth do chos, Ann ad dheoiridh bochd,

hia’m bu mhath leat do shlainte philleadh air ais, Ruig coille Chrois.

Aig ailleachd a luis is misleachd a meas Is aig feabhas a blais,

Cha’n iarradh tu sholas na’m biodh tu glic Ach coille Chrois.

Am beil ceol-cluaise ’san t-saoghal-sa bhos Cho binn is cho bras

Ri sior-bhbreadh stoir mill an eas Ri taobh coille Chrois ?

(2) Construct a metrical scheme of the first four lines of the above poem, indicating carefully (a) stressed syllables, (6) assonances.

(3) (a) Distinguish in meaning aig dilleachd a luis and air dilleachd a luis ; le creig and ri ereig.

(i) Remark on the use of nach in nach deanainn stad. Give any similar idiomatic usage involving nach.

(c) Cha’n iarradh tu shblas : explain the aspiration in shblas. (35)


III.—(1) Translate into English.:—

(а) Bha an leoghann colgarra gun ghealtachd Le mhile fear sgairteil lamh ruinn,

An Camshronach Igarg o’n Earrachd, Mar ursainn chatha ’sna hlaraibh.

(б) Dhirich mi moch madainn Domhnaich Gu barr caisteil Inbhir Lochaidh ; Chunnaic mi an t-arm a’ dol an ordugh, Is bha buaidh an la le Claim Domhnaill.

(c) Is iomadh fear a bh’anns an aite ud Each robh sabhailt mar bha mise, Ged tha mo chlaidheamh air fhagail Ann am blar na h-Eaglais Brice.

(2) Explain the historical or personal allusions contained in the three foregoing stanzas. (25)

GAELIC


Tuesday, 4th April—2.30 p.m. to 4.30 p.m.

The whole of this Pa'per should be answered.


1. Translate into English or into Scottish Gaelic of present-day literary form :—-

Ar tteacht an gar do Chill Saoif1 doibh ar siubhal oidhche do ghabhadar campa agus longphort san ionadh sm. Moch na maidne ar na mharach cread do-chitis acht an t-arm mor, eidir mharcshluagh agus choisighe. Is e m do bhi ann gur b’eigen d’arm an rlogh an campa d’fbagbhail gun fheoil gun aran do chaitheamh, ma bha se aca, agus glens troda no teichidh do ch'ur ortha. Ar ttarruing na cuidecht do chuadar a n-uaisle agus a n-oifigigh a ccomhairle cia aca do-gheanaidis, blar do thabhairt no an ratret. (20)

1 Kilsyth.


2. (a) Explain the meaning of “ eclipsis,” with examples, including any that occur in the above passage.

(b) Translate the following into English as literally as you can. Remark on the words in italics, and illustrate, where possible, from the earlier piece above :—

(1) Chaidh na caoraich a thionail.

(2) Am fear a chaidh a bhathadh bha e sean.

(c) When is the preposition eaclar followed by aspiration, and when is it not so followed ?

(d) State the source of the following loan-words, giving wherever you can the original word which has been borrowed :—iarmailt, iomh- aigh, maor, riaghailt, sgrlobh, geodha, traill, airneis, feoirlinn, seabhag. (15)

3. Translate into Gaelic :—

Mull had suffered like Skye by the black winter of 1771, in which, contrary to all experience, a continued frost detained the snow eight w'eeks upon the ground. Against a calamity never known no provision had been made, and the people could only pine in helpless misery. One tenant was mentioned whose cattle perished to the value of three hundred pounds ; a loss which probably more than the life of man is necessary to repair. In countries like these the descriptions of famine become intelligible. Where by vigorous and artful cultivation of a soil naturally fertile, there is commonly a superfluous growth both of grain and grass ; wdiere the fields are crowded with cattle, and wdiere every hand is able to attract wealth from a distance by making something that promotes ease or gratifies vanity, a dear year produces oniy a comparative want, which is rather seen than felt, and which terminates commonly in no worse effect than that of condemning the lower orders of the community to sacrifice a little luxury to convenience, or at most a little convenience to necessity.


GAELIC


Tuesday, 4th April—2.0 p.h. to 2.30 p.m.


To be read out by the Teacher at 2.0 p.h, in the presence of the Supervising Officer.

To be written by the Candidates on the separate sheets provided, which must be collected before the Second Gaelic Paper is distributed.


1. Read the passage aloud distinctly and deliberately, but not slowly, the object being to bring out the meaning of the whole as clearly as possible.

2. Dictate the passage slowly, repeating each group of words (as indicated by vertical lines) twice over, and pronouncing every word very distinctly.

3. After an interval of five minutes read the text over again in the same manner as on the first occasion, but do not on any account repeat separate words at the request of individual candidates.

DICTATION.

Mu na Sithichean. Re moran uine, | bha an amaideachd a b’fhaoine | air

a chreidsinn j feadh Galltachd agus Gaidhealtachd | mu thimchioll nan daoine Sithe. | Do reir na h-eachdraidh | a thainig a nuas d’ar n-ionnsuidh, | anns na sgeulachdan spleadhach I a bha air an aithris umpa | air feadh na duthcha, | bha iad ’nan creutairean neo-shaoghalta, | guanach, eutrom, | do-leirsinn do shiiilibh dhaoine, | ach an uair bn toil leo fein e, | a’ sior ghluasad | air an ais agus air an aghaidh, j a lathair anns gach cuideachd, \ agus a maeh air gach comhail. | Bha aca so, j ma b’fhior,

| an comhnuidh ann an uaimhibh fad fo thalamh, | ann an uaigneas ghleann, | agus fo gach tolman uaine. j (10)


SPANISH

Tuesday, 4th April.-—2 to 5 p.m.

The whole of this Paper should be answered. Candidates will not be allowed to pass unless they reach the necessary standard both in composition and in translation.


N.B—Write legibly and neatly. Marks will be deducted for bad writing.

Part I.

1. Write a Spanish version of the passage read out. (15)

[The passage will be read out at 2.45 p.m., and Candidates should reserve the first page of their books for this answeri]

2. (a) Translate into English :—

Prosiguierbn en el reinado de Carlos I. los descuhri- mientos y conquistas en America y empezo la exploracion del mar Pacifico. El portugues Hernando de Magallanes propuso a Carlos buscar tin paso que comunicase el Atlantico con el mar del Stir ti Oceano Pacifico, y permi- tiese navegar desde Espaiia, por la via de Poniente, hasta las Indias Orientales. Aprobado el proyecto, se aprestaron en Sevilla cinco naves con viveres para dos anos ; la pequena escuadra se hizo a la vela, atraveso el Atlantico y salio al espacioso mar del Stir, no sttrcado todavia por ninguna embarcacion ettropea, despues de haberse aventurado con gran intrepidez por el peligroso y entonces desconocido Estrecho que ha inmortalizado el nombre de Magallanes. Con tres buques solamente, pttes uno se perdio en el Estrecho y otro, rebelada la tripulacion, habia vuelto a Europa, prosiguio Magallanes hacia el N.O. en busca de las Molucas; descubrio varias tierras, a las que dio el nombre de islas de los Ladrones, hoy Marianas, y archi- pielago de San Lazaro, conocido despues con el nombre de Filipino. Los espanoles, despues de echar a pique una nave, avanzaron hasta la isla de Tidor, y cargados los dos buques de especieria, emprendieron el regreso a Espana.


(b) G-onzalo, uii Criado j despues Isabel.

GONZALO.

(Al criado) A las siete lleva listed la ropa al Casino, y si ha venido alguna carta . . .

ISABEL.

£ Vas a salir ? £ Volveras pronto ?

£ Porque ? GONZALO.

ISABEL.

j Que memoria ! £ No recuerdas que hoy comen aqm Maria Antonia, Pepe y amigos ? . . .

GONZALO.

Es verdad. No me acordaba.

ISABEL.

£ Pensabas comer fuera de casa ?

GONZALO.

Si, en el Casino, con Aguirre y con un socio suyo, para tratar de esos negocios de Bilbao. (Al criado) Espere listed. (Se sienta a escribir)

ISABEL. £ Te contraria ?

GONZALO.

No. Siento no haberme acordado antes . . . Y que hoy no estoy de humor para recibir gente . . .

ISABEL.

Casi toda es^de confianza.

GONZALO. £ Quien viene ?

ISABEL.

Ademas de Maria Antonia y Pepe, Laura, Ramon y Carmen con la chica ; Manolo Arenales, y de mas cumplido los recien casados, el hijo de tu corresponsal y su mujer. En su obsequio es la comida. j Pero que memoria la tuya !


GONZALO.

i Ah, si . . . el matrimonio joven i . . . i Cuanto lo siento !

ISABEL.

Pues disimula el mal humor, porque los primeros chas te desviviste por ohseqniarlos, y extranaran el camhio tan brusco. A mi no me son nada simpaticos; el parece tonto, y ella . . . j Que se yo ! Muy atrevida . . .

GONZALO.

i Puedes callarte ? Me has equivocado dos veces.

ISABEL.

i Ay ! Perdona. £ Porque no lo has dicho antes ?

GONZALO.

(Al criado.) Esta carta al Casino. Y no lleve listed la ropa ; preparemela listed en mi cuarto. (Sale el criado.) j Y a que hora es la comida ?

ISABEL.

Para las siete y media, media hora antes que de costumbre. . . . (15)

3. Translate into Spanish :—•

During a journey that I once made through the South of Spain, I arrived one evening at the principal inn of a small town in Andalusia. It was after the dinner hour, so I was obliged to make a solitary supper from the remains of the dinner. The weather was chilly; 1 was seated alone at one end of a gloomy dining-room and, my repast being over, I had the prospect before me of a dull evening, without any means of enlivening it. I summoned the landlord and requested something to read. He brought me the whole literary stock of his household, which consisted of some religious books, an almanac, and a number of old newspapers. As I sat reading one of the latter, my ear was struck with loud laughter, which seemed to proceed from the kitchen. (24)


Part IT.

4. State the general rules for the accentuation of Spanish words. Give the meaning of the following words when they are unaccented and also when accented :—el, el; tu, tii; mas, mas ; solo, solo ; de, de ; hacia, hacia. (61

5. How is the passive voice in English to he rendered in Spanish ? Translate the following sentences :—The child is loved by its parents. The letters have been received.. Old books are bought and sold here. My friend was asked about the matter. (6)

6. Re-write the following sentences, putting the verbs in the past tenses (imperfect, preterite or perfect, as indicated):—Me dicen (pret.) que no quieren (imperf.) leer los libros que V. les da (perf.). Entiendes (perf.) todo lo que dice (imperf.) el profesor ? El joven vive (imperf.) lo mas lejos que puede (imperf.) de la ciudad. El criado cierra (pret.) la puerta cuando sale (pret.) de la casa. (8)

7. Translate into Spanish: —

My sister has blue eyes and fair hair.

We were living in Madrid six months ago.

Unless it rains to-day, we shall go into the country.

Have you sent John to post the letters ?

Please return the books to me when you have « read them.

We left Buenos Ayres on the twenty-third of last month and arrived in Cadiz on the fifteenth instant. (12)

SPANISH

Tuesday, 4th April—2.45 p.m.

This Paper must not be seen by any Candidate.

The passage should be read out by the Teacher at 2.45 p.m. m the presence of the Supervising Officer. It should be read out twice, not too quickly, nor too slowly.

n 819 E


No notes may be made by the Candidates while it is being read.

Immediately after it has been read out the Candidates should proceed to reproduce the substance of it in Spanish.

Passage to be read out:—

A countryman, having sold two cows at the market, was returning home with a large sum of money in his pocket. He was overtaken on the road by a man who had been at the market and witnessed the sale. This man ordered him to give up to him the money he had received for the cows. The countryman, after some hesitation, pulled out of his pocket a handful of money and threw it on the ground. The robber dismounted to pick it up. Whilst he was so engaged, the peasant jumped on the horse and started off at full gallop. On arriving home he found, to his astonishment, in the saddle-bag a purse containing a sum of money larger than the one he was robbed of.

MATHEMATICS

Lower Grade—(First Paper)

Wednesday, 29th March—10 a.m. to 12 noon

Before attempting to answer any question, candidates^ should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

All the figures should be carefully drawn, and, where geometrical constructions are employed, the construction lines should be shown. Proofs of geometrical constructions need not be given unless specially asked.

All the steps of the proofs must be given. Preference will be given to proofs which depend on first principles, and in all cases it should be clearly shown on ivhat assumptions the demonstrations are based.

The value attached, to each question is shown in brackets after the question. In addition 10 marks are allowed for neatness and good style.


Section I

All the questions in this Section should, if possible, be answered.

1. Prove that two triangles, which have two sides and the contained angle of the one respectively equal to two sides and the contained angle of the other, are congruent.

A straight line AB is bisected at C, and through C a straight line is drawn perpendicular to AB; prove that any point P on this line is equidistant from A and B.

(18)

2. A field is in the shape of a quadrilateral ABGD, in which AB = 3 chains, BG — 10 chains, CD — 5 chains, angle B = 110°, angle G -■ 80°. Draw the figure on the scale of 2 chains to the inch.

Measure AC and the perpendiculars to AC from B and D, giving their lengths in chains, and hence find the area of the field in acres.

[10 square chains = 1 acre.] (18)

3. In any circle, prove that the angle, which any arc smaller than a semicircle subtends at the centre, is double the angle which it subtends at any point in the rest of the circumference.

A and B are two fixed points 1'5 inches apart. Find and draw the locus of a point P, which moves so that the angle APB = 36°, stating your construction and proving it to be correct. (18)

Section II

One and only one question out of each of the pairs of alternatives should be answered.

Either

4a. In the triangle ABC, the mid points D, E of the sides AB, AC are joined, and BE is produced its own length to E. Prove that

(1) DHCB is a parallelogram.

(2) DE is half of BG.

(3) area of the triangle ADE — ^ area of the triangle ABC. (18)


Or

46. ABC is a straight line in which AB ■= BO. From A, B, G parallel straight lines AD, BE, OF are drawn meeting another straight line in D, E, F. Prove that BE = EE, and that AD + OF = 2BE. (18)

Either

5a. Two circles whose centres are A and B touch externally at G, and have a common tangent which meets circle A at D and circle B at E. Prove that AD is parallel to BE.

Join EG and produce it to meet the circle again in P. Prove that AP is also parallel to BE.

What inference can you draw about the straight line joining the points P and D ? (18)

Or

56. An arch, which is an arc of a circle, has a span of 20 feet and a height of 8 feet. Draw the span and the height on the scale of 4 feet to the inch. [The span of the arch is the chord of the arc.]

Find the centre of the circle and draw the arch.

Measure the length of the radius, giving your answer in feet, and verify that x2 + y2 = 2r.r, where x is the height, y is half the span, and r is the radius. (18)

MATHEMATICS

Lower Grade—(Second Parer)

Thursday, 30th March—10 a.m. to 12 noon

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to lohat is really required.

Square-ruled paper is provided for the graphical work.

The value attached to each question is shown in brackets after the question. In addition 10 marks are allowed for neatness and good style.

EXAMINATION rAtEliS. 69

Section I.

All the questions in this Section should, if 'possible, be answered.

1. Resolve into factors

(1) 6x2 — hxy — 6y2;

(2) ax -\- by — hx — ay,

(3) (3a - bf — (a — 3b)2. (13)

2. A tumbler, in the shape of a portion of a cone hounded by horizontal circles, contains

d(a2 + ah + b2) 132

pints,

where a and b are the diameters of the top and bottom and d the depth of the tumbler, all expressed in inches. Find its capacity in pints when a = 3|- inches, b = 2^ inches, d = Q inches. (14)

3. Reduce to single fractions in their lowest terms

1 , 2__ 8 . x2 + 3 (x2

dr -4- 6

(1)

(2)

x + 1

a — b a ~\- b

F 1 a — b

1

1) (x2 + 3) ’ a __ b\ b a) (15)

4. Solve the equations

(1) x + 11?/= 3.r>, 1 lx -)-?/ = 25 ;

(2) Gx2 = 7 (x + 7);

x + a S x + h _ 9

x — a x — b (16)

Section II


Either,

5a. A rectangle is such that the sum of two adjacent sides is 5 feet. If x is the length of one side, find an expression for the area.

Find the numerical values of the area when x = 0, 1, 2, 3, 4, 5. Plot these results and draw the graph stating clearly what the units in the horizontal and vertical scales represent.


Find from your figure, or otherwise, the greatest value which the area of the rectangle can have, and the lengths of its sides when it has that value. (16)

'Or,

5b. Two motor-cyclists start at the same time from two places 95 miles apart, and travel towards each other at the rates of 18 and 20 miles per hour. How long will they take to meet, and what distance will each have ridden ?

Solve the above both by means of an equation and also by means of a graph, stating clearly what the units in the horizontal and vertical scales represent. (16)

Either,

ба. If x2 = or + ab + b2, and y2 — a2 — ah + b2,

show that

|(3x2 — y2) -f i(3?/2 — x2) — a2 h2.

Express x2 + y2 in terms of a and b and show that if

x2 + y2 — (a + b)2

then a — b. (16)

Or,

бб. Divide x4 + a:2 -f 1 by x2 + x + 1, and from yonr result express x8 + x4 + 1 as a product of three factors.

Divide the sum of the souares of ax + by and bx — ay by x2 + y2. ' (16)

MATHEMATICS

Lower Grade—(Third Paper)

Thursday, 30th March—1 p.m. to 2.30 p.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to what is really required.

All the working must be legible and shown in its proper position in the answer, and the different steps of the calculation should be shortly indicated in icords.



1. A tea merchant buys 3 hundredweight of India tea at £9 10s per hundredweight, and 2 hundredweight of China tea at £7 10s per hundredweight. He mixes them and sells the blend at Is lOd per pound. Find his gross profit.

If the expense of selling amounts to 2^ per cent of his receipts, find his net profit. (11)

2. If £84 15s is invested, £80 at 4-|- per cent, and the remainder at 5 per cent, find the simple interest due in 6 years 5 months. (11)

3. If a metre be taken as 39'371 inches, express in square inches correct to 3 decimal places the difference between a square decimetre and 15|- square inches.

Draw separately on your squared paper

(1) A square decimetre ;

(2) A rectangle whose area is 15|- square inches and one of whose sides is 4 inches. (12)

I. A, B and C hire a pasture for £68. A puts in 15 horses for 4 mouths, B puts in 7 horses for 9 months, and C 3 horses for 10 months. Find what part of the rent each should pay. (12)

5. Reduce each of the following expressions to a single vulgar fraction in its lowest terms :—

(1)

(2)

4 | !5 9 (16

12-1 x 1-26 14-4 x 1-331'

_3/7_ 5\) 5 \8 12/ ) ’

(13)

6. If a cubic foot of gold weighs 1200 pounds and is beaten so thin that the gold leaf from 1 pound covers 16200 square inches, find to the nearest inch the side of a square which can be just covered by the gold leaf from a cubic inch of gold. (13)


MATHEMATICS

Higher Grade—(First Parer)

Wednesday, 29th March—10 a.m. to 12 noon


All the figures should be carefully drawn. All the steps of the proofs must be given Preference will be given to proofs which depend on first principles, and in all cases it should be clearly shown on what assumptions the demonstrations are based.


Section 1

All the questions in this section should, if possible, be answered.

1. Draw a trapezium ABCD in which AB is parallel to DC. Take a point P in AB and produce AB to Q so that BQ - AP. Draw PS parallel to AD and QR parallel to BC, meeting DC in S and R.

Prove by the method of superposition that the figure ABCD can he made to coincide with PQRS.

Deduce the proposition that parallelograms on equal bases and between the same parallels are equal in area.

(18)

2. A straight line is divided into two equal and two unequal parts. Prove that the sum of the squares on the unequal parts is equal to twice the sum of the squares on half the line and on the line between the points of section.

A triangle ABC has its base BC bisected at D. Prove that

AB2 + AC2 = 2AD2 + 2BD2. (18)

3. A straight line is drawn parallel to the base of a triangle ; prove that it divides the sides proportionally.


ABC is a triangle; D is a point on AB, such, that AD — ÂB; £/ is a point on AC, such that AE — -g AC; BE and DC intersect at E : find the ratio BE : EC. (18)

Section II


Either

4a. Three tangents are drawn to a circle, forming a triangle PQR with the circle inside. A, B, C are the points of contact, A opposite P, B opposite Q, C opposite R. Express the angles of the triangle PQR in terms of those of the triangle ABC.

If angle P = angle A, and angle Q = angle B, prove that PQR is equilateral. (18)

Or

46. ABC is a triangle whose side BC is given in magnitude and position, and whose vertical angle A is given in magnitude. Prove that the loci of A and of the mid point of AC are circles.

Prove that these two circles have a common tangent at C. and that the diameter of the larger circle is double that of the smaller. (18)

Either

5a. Show that an infinite number of planes can be drawn parallel to any two given straight lines not in the same plane, and that these planes are all parallel.

Show that any straight line which is at right angles to both the given straight lines is at right angles to the parallel planes ; and explain what you understand by the angle between two straight lines which are not in the same plane. (18)

Or

56. ABCD is a tetrahedron ; E, F, G, E are the mid points of AB, AC, CD, BD ; prove that EFGE is a parallelogram.

Prove that EG is less than half the sum of A/I and BC, and is also less than half the sum of A C and BD.

State the corresponding properties of FE. (18)


MATHEMATICS

Higher Grade—(Second Taper)

Thursday, SOth. March—10 a.h. to 12 noon


Square-ruled paper and four-place logarithmic tables are provided.

The value attached to each question is shoum in brackets after the question. In addition 10 marks are allowed for neatness and good style.

Section I.


1. Express as products of three factors :—

(1) x(x -f 1) (x + 2) — 2x(x -j- 1) — 2x;

(2) x8 T + y8.

Determine a so that 6x3 + 5xa + ax — 6 may contain x + 2 as a factor and, substituting this value for a in the expression, find the other factors. (15)

2. Solve the simultaneous equations

3x — 2y = 7, x2 — xy + 2y2 = 8.

From a rectangle 8 inches long and 6 inches broad, a triangular corner of area, 6 square inches is removed. If the perimeter of the remaining pentagon is 26 inches, find the sides of the triangle. (15)

3. A dealer buys a kilometre of Belgian lace at 34 centimes per metre and sells it at 4 pence per yard. If his expenses amount to 3| per cent, of his outlay, find his net profit in English money, and express it as a percentage of his expenditure correct to three significant figures.

(15) .[Take a metre as 39'37 inches, and £1 as 25 francs.]


4. With one inch as unit in both axes, draw the graph

y = 4(x2 - 1) (x - 2),

plotting points for values of x differing by half an inch from — 1-|- to + 3, and find approximately from your diagram the roots of the equation

(x8 - 1) (x-2) = 1. (15)

Section II

One and only one qiLestion out of each of the 'pairs of alternatives should be answered.

Either

5a. When are four numbers in proportion ?

If x : a = y : b, prove that ax -f- by is a mean proportional between x2 + i/2 and a2 + b2.

Water flows steadily into a tank whose shape is such that the depth of the water at any instant is proportional to the square root of the time during which it has been flowing. If, after one minute, the depth is -f of an inch, how much longer must the water flow until the depth is 10 inches ? (15)

Or

5b. Express the fraction

1 \â -}- b -j- c

as one with a rational denominator, and in a form free from brackets and arranged symmetrically.

Prove that

1 1

1 - v/2 - v/3 1 + x/2 + v/3 ~ 1 1

1 - V2 + x/3 1 + V2 - x/3 ' (15) Either

6a. Define the logarithm of a number to a given base, find from your definition prove that log (a”) = n log a.

Dse the tables to answer the following questions

(1) If x2 = a265, a = 5'62, 6 — O'351, find x.

(2) Find the cube root of O'6341. (15)


Or 66. Find the sum of six terms of an arithmetical

progression of which a is the third and 6 the fifth term.

Insert two harmonic means between | and 2. (15)

MATHEMATICS

Higher Grade—(Third Paper)

Thursday, 3Uth March—1 p.m. to 3 p.m.


Square-ruled paper and four-place logarithmic tables are provided.


Section I


1. Draw a triangle ABC, such that AB = 5 inches, AG = 4-|- inches, angle G = 90°. Measure BG, and calculate the values of sin A and sin B to four decimal places. Use the tables to find the values of A and B, which correspond to your results. (16)

2. Prove geometrically that

cos (A — B) = cos A cos B + sin A sin B,

in the case when both A and B are acute.

Deduce the corresponding identity for cos (A + B).

Prove

(1) cos (A - 3U°) — cos (A + 30°) = sin A.

(2) cos2A + sin2A cos 2B = cos2B + sin2B cos 2A. (16)

3. Draw in one diagram the graphs 'X

y — sin (x -f 30/ , y = -qq .

plotting points for every 15° from 0° to 90°.


[Take the axis Ox parallel to the length of the page with one inch as 10°, and on Oy take four inches as unit.]

Write down from your diagram the value of x at the point where the graphs coincide, and use the tables to determine the corresponding value of

sin (x + 30)° - ~ . (18)

Section II

One and only one question out of each of the pairs of alternatives should he answered.

Either

4a. In a triangle ABC express cos A in terms of a, h, c.

If a cos A = h cos B, prove that ABC is either isos- celes or right-angled, and consider the case when each of these expressions is equal to c cos C. (20)

Or

46. If R is the radius of the circle circumscribing the triangle ABC, prove that a — 2R sin A, and write down the corresponding values of b and c.

If a == 3 • 69, A = 49° 35', B = 62° 34', calculate the values of R and 6. (20)

Either

5a. A and B are two observation stations 5 miles apart on a straight horizontal road. An airship crosses the road between A and B, and is observed to have an altitude of 46° as seen from A and 54° as seen from B. Find the height of the airship in miles to two decimal places

(1) by means of the tables,

(2) by a careful diagram. (20)

Or

56. Find all the angles from 0° to 360° that satisfy the equations

(1.) 6 sin2x — sin x = 6 cos2x,

(2) sin 3x — sin x — cos 2x. (20)


HIGHER DYNAMICS

Additional Mathematical Subject

(Higher Grade)

Monday, 3rd April—4 i\m. to 5.30 r.M.


The value attached to each question is shown in brackets after the question. In addition 10 marks are allowed- for neatness and good style.

Section I.


1. Find the centre of mass of that portion of a given body which remains after a given part of the body has- been removed, the centres of mass of the original body and of the part removed being known.

. 0 is the centre and AOB the diameter of a uniform circular disc. Find the centre of mass of the portion which remains after the circle on AO as diameter has been removed. (14)

2. State the laws of statical friction.

A cube rests on a horizontal plane, the coefficient of friction being less than unity. One edge of the cube is- parallel to an edge of the plane, and the plane is gradually tilted about that edge ; prove that the cube will slip before turning over. ( 18)

3. Find the acceleration to the centre, under which a particle will describe a circle with uniform speed.

A conical pendulum consists of a mass of one pound tied to a string 6J feet long and revolving in a circle of

feet radius. Find the tension of the string and the- time of a revolution. (18)


Section II.


Either

4a. Describe Atwood’s machine, and explain how it can be used to verify the laws of uniformly accelerated motion.

The weights on an Atwood’s machine are 3 oz. and 3'1 oz., and it is found that they travel 6‘6 feet from rest in 5 seconds. Deduce the value of g at the place of observation.

Can you state any reasons why the value of g deduced from experiments with an Atwood’s machine is usually not very accura te ? (20)

Or

46. Find the equations of motion of a particle which slides down a smooth inclined plane under the action of gravity.

Two particles are let fall from the same point simul- taneously ; one slides down a smooth plane, the other falls freely. Prove that the line joining the particles is always perpendicular to the inclined plane. (20)

Either

5a. A rectangle is immersed in a liquid with one side in the surface ; find the pressure on the rectangle.

A bath has as its base a rectangle of 6 feet by 3 feet. One end is a vertical square, the other a rectangle of 3 feet by 3 feet 3 inches, and is inclined to the vertical. The sides are trapezia whose top edges are 7 feet 3 inches.

If the bath is full of water, find the thrust (or pressure) on the ends. (20)

Or

56. Define the metacentre of a floating body and point out the importance of its position relatively to the centre of gravity of the body.

A cylinder of any form of cross-section floats in water with the axis vertical; prove that the distance between the centre of buoyancy and the metacentre varies inversely as the specific gravity of the material of the cylinder. (20)


GEOMETRICAL CONICS


(Higher Grade)

Tuesday, 4th April—2.30 p.m. to 4 p.m.


All ordinary symbols and contractions are allowed.

All the steps of the proofs must be given. Preference will be given to proofs ivhich depend on first principles, and in all cases it should be clearly shown on what assumptions the demonstrations are based.


1. Prove that a tangent drawn to a conic from a point in the directrix subtends a right angle at the focus.

The directrix of a conic and a point P on the curve are given, the tangent at P meets the directrix at K, and the perpendicular from P to the directrix meets it at M ; find the focus and draw the curves when PM — 1 inch, PK - 2 inches, and the eccentricity = (1) -J-, (2) f. (16)

2. Prove that the tangent to a parabola bisects the angle between the focal radius and the perpendicular to the directrix.

If PP' is a focal .chord of a parabola and PM, P'M' perpendiculars to the directrix, prove that PP' touches the circle described on MM' as diameter. (16)

3. Explain what is meant by the minor axis of (1) an ellipse, (2) a hyperbola, and show how to find it when the foci and the major axis are known.

Prove that in any central conic if PN be the ordinate and PG the normal

CN : NG = GA2 : CB2. (18)


4. From S, a focus of a central conic, SM and SN are drawn perpendicular to two parallel tangents ; prove that

SM.SN = GB2.

ABGD is a rectangle whose diagonals AO, BD intersect at 0. S, a point within the rectangle, is the focus of a conic which touches all the sides of the rectangle. Prove that S lies on a rectangular hyperbola, whose centre* is 0, and whose principal axes are parallel to AB, BG. (20)

5. If a chord of a hyperbola be produced both ways to meet the asymptotes, prove that the parts produced are equal.

If PQ is a chord and G the centre of a hyperbola whose asymptotes are at right angles to each other, show how to draw the asymptotes. (20)

ANALYTICAL GEOMETRY


(Higher Grade)

Wednesday, 29th March—4 p.m. to 5.30 p.m.


The co-ordinate axes may be assumed to be rectangular.

In all cases where numerical coefficients are given accurate figures should be draion.


1. Find the length of the sides of a triangle, the co- ordinates of whose angular points are (3, 2), (8, 7), (9, 4), and determine whether it is acute-angled, right-angled, or obtuse-angled.

Find also the co-ordinates of the centre of gravity of the triangle. (14)

u 849 F


2. If points A, B are taken on the axes Ox, Oy so that OA = a, OB = b, prove that the co-ordinates (x, y) of any point on the straight line AB satisfy the equation

Find the equation of the straight line drawn perpendicular to AB through its mid point, and the lengths of the inter- cepts this perpendicular makes on the axes, illustrating by a figure in which a = 2 inches, b — 3 inches. (18)

3. Find the tangent of the angle contained by the two straight lines represented by the equation

px2 + qxy + ry2 = 0.

Draw the straight lines represented by the equation

3x2 — Ixy + 2ya = 0,

and prove that they make an angle of 45° with each other.

4. Find the equation to a circle whose centre and radius are known.

Prove that the circles

x2 + y2 — lOx — Qy + 25 = 0,

x2 + i/2 + 26x — 21y + 7 = 0,

touch each other, and find the equation to their common tangent. (20)

5. Obtain formulse by means of which to transform an equation from one set of rectangular axes to another set with the same origin but inclined to the first at an angle 6.

Transform the equation

(x2 + y2) (a2 + b2) + 2xy(a2 — 62) = 2a3b2

to axes which bisect the angles between the original axes, and reduce the new equation to its simplest form. (20)


ELEMENTS OF DYNAMICS


(Higher Grade)

Monday, 3rd April—4 p.m. to 5.30 p.m.



1. Define Velocity. How does it differ from, speed ?

The hours hand of a watch is three-fourths the length of the minutes hand and three times the length of the seconds hand, measuring each from its centre of rotation. If in 12 hours the point of the hours hand describes a circle whose circumference is inches, express as vulgar fractions in their lowest terms the speeds of the points of each of the three hands in feet per second. (^5)

2. Show how to resolve a velocity into two com- ponents at right angles.

A motor-car is travelling along a straight horizontal road at 48 miles an hour, and an aeroplane, flying with a velocity of 50 miles an hour, keeps directly above it. Assuming that the aeroplane is rising, find its vertical velocity and show its direction by a diagram, drawn to scale. (15)

3. Obtain the equations of motion of a falling body.

A bomb is dropped from an air-ship which is at rest at a height of 2500 feet. Neglecting the resistance of the air, find the velocity with which the bomb will reach the ground. (15)

4. Enunciate and prove the proposition knovrn as the parallelogram of forces.

ABOD is a quadrilateral in which AB = 7 cm.,, BC = 6 cm., CD = 5 cm., DA 4 cm., angle ABC = 60°.


If forces represented in magnitude and direction by AB, BG, AD act at a point, find, by a diagram drawn to scale, the length and direction of a line which will represent their resultant. (15)

5. Define work and horse-power.

A rectangular tank, 11 feet long, 6 feet broad and 4 feet deep, is filled with water, which is bailed out with a bowl until the tank is half full. Assuming that in doing this the water in the bowl is raised from the surface of the water in the tank to 6 inches above the top of the tank, find the work done in foot-pounds, and the horse- power required to do it in 5 minutes.

[Take 624- pounds as the weight of a cubic foot of water.] (15)

6. Explain how pressure at a point below the surface of a heavy liquid is measured.

If the pressure of the air at the surface of the sea is 14 pounds on the square inch and the weight of a cubic foot of sea-water is 1026 ounces, find the pressure per square inch at a point in the surface of a submarine 128 feet below the surface of the sea. (15)

COMMERCIAL ARITHMETIC

First Paper

Wednesday, 5th April—2 p.m. to 2.30 p.m.

This paper will be taken up at the end of half-an-hour, when the other paper will be given out.

The sums are not to be copied out, and all the calculations required are to be performed mentally.

More importance will be attached to accuracy than to quickness.



Fill this in first

Name of School

Name of Pupil

1. Make the following calculations and add the results:—

£ s d

63 11 5 x 13

16 16 6 x 7

7 9 11 x 11

22 3 7 x 5

1 12 4 x 31

d

(8) 2. Write down the values of:—

17-6301 + 2-17846 - 4-3186_

11 x 17 x 4

68809 -T- 13

16-9 x 3-5

3.

14-212 + 6-538 12-8 -10-3

4 % of £84 4s 4|d

7 cubic yards at 4-l-d per cubic foot

2 cwt 1 qr 12 lbs at Is 3d per lb.

(11)

Express :—

£2 "4379 in £ s d correct to the nearest farthing

18s 4-Jd as the decimal of £1 correct to three places

The square of 13 metres in square centimetres

(6)


COMMERCIAL ARITHMETIC

Second Paper

Wednesday, 5tli April—2.30 p.m. to 4 ?.m.

Before attempting to answer any question, candidates should read the whole of it very carefully, since time is often lost through misapprehension as to ivhat is really required.

All the working must be shown in its proper position in the answer, and the different steps of the calculation should be shortly indicated in words.

Algebraical symbols may be used if properly explained.

The value attached to each question is shown in brackets after the question. In addition, 7 marks are allowed for neatness, arrangement and. style.

1. A bullet leaves the muzzle of a rifle at the speed of 2440 feet per second. Express this in miles per hour.

(5)

2. Given that a cubic foot of water weighs 1000 oz. and that a gallon weighs 10 lbs., find the number of gallons in a tank 8 yards long, 3 yards broad, and 2 feet 6 inches deep. (6)

3. In January an army numbered 1870000. During February 2 per cent, were killed and 10-g per cent, wounded. In March 352650 men joined the Army, and, at the end of April, 3 per cent of the army thus reinforced had been killed, 12^- per cent wounded, and 9-|- per cent invalided through illness. How many were then left fit for service ?

4. A French map is on the scale of 1 centimetre to 1 kilometre. A gunner makes the mistake of thinking it is on the scale of inch to 1 mile. If he gives the range as 5280 yards, what is his error in yards ? (II)

5. Assuming that a metre equals 39‘37 inches, find the size, to the nearest acre, of a field measuring 1 kilometre by 212 metres. (12)


6. A man buys £1000 War Loan issued at 99, and pays tbe following instalments on their due dates :—

July 4 August 3 September 17 October 12 -

£ 320 260 200 210

£990

If he had paid in full on 4th July under discount at the rate of 3 per cent, per annum, for how much would he have drawn a cheque ? (13)

7. In 1910 a man’s salary was £500, and he had £10000 ordinary stock in a company whidh paid a dividend of 7 per cent. In 1915 his salary was £750, but the dividend fell to 5^ per cent. Assuming that Income Tax for 1910 was payable at 9d in the £ on total income, and for 1915 at Is 6d in the £ on earned income (salary), and 2s 6d on unearned income (dividend), find the difference in his net receipts. (13)

BOOK-KEEPING

Wednesday, 5th April—10 a.m. to 1 p.m.

[The value attached to each question is shown in brackets after the question. In addition, 25 marks are allowed for writing, ruling and style.'}

1. B. Thomson started business on 1st July, 1915, by purchasing from Browne Bros.: —

£ Stock of Sugar, valued at - 340 Freehold Buildings ,, 1000 Goodwill of business ,, - 250

for which he gave three bills—

One at 30 d/d for - - 400 One at 3 m/d for - - 600 One at 6 m/d for - - 590


His purchases from S. Robertson, Jamaica, were as follows :—

July 7. 50 tons Sugar at 7. 100 „ „ „

17. 50 „ „ „ 22. 25 „ „ „

£ s. d. 11 0 0 per ton f.o.b. 12 7 6 „ „ f.o.b. 13 10 0 „ „ c. &f. 15 3 9 „ „ c. & f.

His sales were as follows : — Per cwt.

s. d. July 6. M. Macleod 10 tons Brown Sugar at 15 7^

9. Northern Jam Co. 30 „ White ,, ,, 17 10|- 18. „ ,, 40 „ Brown ,, ,, 15 6 18. M. Macleod 75 „ Brown „ „ 15 4| 25. Northern Jam Co. 50 ,, White ,, ,, 17 6

His cash follows :—

transactions (all by cheque) were as

£ s. d. July 1. Obtained loan from Bank of Scot-

land and opened current account 12. Paid freight on 150 tons at 27s. Qd.

per ton - - - - 12. Paid insurance on same 13. Paid clock charges, &c. 15. Received from M. Macleod -

Allowing him discount - 15. Paid to Bank of England to credit

of S. Robertson’s account 15. Paid Fire Insurance on buildings - 20. Received from Northern Jam Co. - 20. Received from M. Macleod -

Allowing him discount - 21. Bought office furniture and paid for

same _ _ _ _ 23. Paid to Bank of England to credit

of S. Robertson’s account 31. Paid office salaries - - - 31. Paid insurance on 75 tons sugar 31. Paid dock charges on same -

1000 0 0

19 19 0 37 16 6

146 5 0 3 15 0

750 0 0 15 10 0

800 0 0 1130 7 6

29 0 0

25 0 0

1500 0 0 40 10 0

9 15 4 18 4 10

Other transactions were as follows :—

July 26. Agreed with M. Macleod to settle claim for inferior sugar at - 46 15 6

31. Wrote off depreciation of buildings 50 0 0 31. Valued stock of sugar at - - 653 12 6

EXAMINATION PAPERS. 8&

Rule suitable purchases and sales books, and record entries therein.

Record entries in Cash Book.

* Make necessary entries in Journal (only those not suitable for other books).

Post thence to Ledger.

Prepare Trial Balance, Profit and Loss Account, and Balance Sheet at 31st July, 1915. (105)

2. Explain in detail how the bills in Question No. 1 would be dealt with, giving exact dates,

(a) in B. Thomson’s books.

(b) in Browne Bros.’ books. (20)

:90 LEAVING CERTIFICATE EXAMINATION.

APPENDIX.

LIST OF UNIVERSITY AND PROFESSIONAL

AUTHORITIES BY WHOM EVIDENCE OF

HAVING- PASSED AT THE LEAVING CERTIFI-

CATE EXAMINATION IS ACCEPTED IN LIEU

OF PRELIMINARY EXAMINATIONS HELD BY

THEM.

The Lords of Council and Session (for the purposes of the Law Agents Act);

The University of Osford ;

The University of Cambridge ;

The Joint Board of the Scottish Universities, for the Preliminary Examination ;

The University of London ;

The General Medical Council;

The Royal College of Surgeons of Edinburgh ;

The Pharmaceutical Society of Great Britain ;

The Society of Solicitors before the Supreme Courts;

The Chartered Accountants of Scotland ;

The Institution of Civil Engineers ;

Girton College, Cambridge ;

Royal Holloway College, Englefield Green, Surrey.

The Chartered Institute of Secretaries.

Scotch Education Department, November, 1911.

APPENDIX. 91

MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAVE PASSED AT THE LEAVING CERTIFICATE EXAMINA- TION, FROM EXAMINATIONS OF THE UNIVER- SITIES OF OXFORD AND CAMBRIDGE.

My Lords are informed that Passes at the Leaving Certificate Examination of the Scotch Education Depart- ment are accepted by THE UNIVERSITY OF OXFORD under the following conditions :—

(1) No evidence as to a Pass shall be accepted unless the Candidate has passed in Greek, Latin, and Elementary Mathematics, at one Examination.

Subject to the conditions hereinafter contained, a Candidate shall be deemed to have passed, who

a. In Elementary Mathematics, has passed at least the Lower Grade standard of the Scotch Education Department. A Pass in the Higher Grade or in Honours will be accepted.

b. In Latin and Greek, has passed the Higher Grade standard.

(2) Any Candidate, who, having satisfied the above conditions, has gained Honours in Greek, Latin, French or German, shall be considered to have passed an Examination equivalent to Responsions together with an Additional Subject.

Also, that the following Recommendations have been approved bv the Senate of THE UNIVERSITY OF CAMBRIDGE

1. That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Educa- tion Department be excused from Part I. of the Previous Examination with the exception of the paper on the Greek Gospel or its substitute.

That a student who in one and the same year has passed in the Higher Grade in both Latin and Greek in the Leaving Certificate Examination of the Scotch Educa- tion Department be admitted to the paper on the Greek Gospel or its substitute in Part I. of the Previous Examination on payment of a fee of five shillings.


2. That a student who has passed in the Higher Grade in Mathematics in the Leaving Certificate Examination of the Scotch Education Department he excused from the Papers on Mathematics in Part II. of the Previous Examination.

That, if in addition he has passed in the Higher Grade in English, he he excused from the English Essay in Part II. of the Previous Examination; and if he has passed in the Higher Grade in Science he he excused from the Paper on Paley’s Evidences and its substitutes.

That, if in accordance with this regulation he he excused from the papers on Mathematics, hut not excused from either or both of the remaining papers of Part II. of the Previous Examination, he he admitted to the English Essay or to the paper on Paley’s Evidences (or one of its substitutes), or to both, on payment of a fee of five shillings for each paper.

3. That a student who has passed in the Higher Grade in French, or German, or Mathematics (including Dynamics) in the Leaving Certificate Examination of the Scotch Education Department he excused from the additional subjects of the Previous Examination.

4. That, for the purposes of the foregoing Regulations, a Pass in Honours in the Leaving Certificate Examination of the Scotch Education Department in any subject be accepted as equivalent to a Pass in the Higher Grade in the same subject, provided that in the case of Mathematics a candidate who has passed in Honours shall have passed also in the Higher Grade in Arithmetic.

5. That the necessary evidence on behalf of any student who claims exemption from any portion of the Previous Examination by virtue of the foregoing Regula- tions be presented in his first term of residence to the Registrary, and that a fee of 11. for the registration of each certificate of exemption from Part I. (or any portion of Part I.), or from Part II. (or any portion of Part II.), or the Additional Subjects, be paid at the same time to the Registrary.

Evidence entitling a student to exemption from any portion of the Previous Examination may be accepted for registration at a time later than that above specified provided that in every such case an additional fee of 11. be paid to the Registrary.

Scotch Education Department, April, 1909.

APPENDIX. 93

MEMORANDUM.

Passes at the Leaving Certificate Examination of the Scotch Education Department are accepted by the Joint Board of Examiners of the four Scottish Universities of St. Andrews, Glasgow, Aberdeen and Edinburgh, in lieu of the Preliminary Examinations in Arts and Science and in Medicine under the following conditions, viz. :—

I. —In lieu of the Arts and Science Preliminary Examination.

Passes in the Higher Grade in Latin, Greek and Mathematics are accepted as exempting pro tavto from the Arts and Science Preliminary Examination on the Higher Standard, and passes in the Lower Grade in those subjects as exempting 'pro tanto from the same examination on the Lower Standard. Passes in the Higher Grade in English, Modern Languages and Dynamics are accepted as exempting from the Arts and Science Preliminary Examination in those subjects. A pass in Science is accepted as an equivalent for the Preliminary Examination in the subject of Dynamics.

II. —In lieu of the Medical Preliminary Examination.

The Intermediate Certificate of the Scotch Education Department exempts its holder from the entire Medical Preliminary Examination, provided there are endorsed upon it all the four subjects prescribed as essential by the General Medical Council. When all the necessary subj ects are not endorsed on the Certificate, passes in individual subjects are accepted if the Department notify to the Clerk of the Senatus or to the Joint Board that Lower Grade passes have been obtained in such subjects.

Passes in the Higher Grade in all the subjects of the Medical Preliminary Examination are accepted as exempting pro tanto from that examination, but passes in the Lower Grade will only be so accepted provided the examinations in all the requisite subjects have been taken and passed at one or not more than two examinations.

Scotch Education Department, May, 1912.


MEMORANDUM

AS TO

EXEMPTION OF CANDIDATES WHO HAVE

OBTAINED A LEAVING- CERTIFICATE, FROM

THE MATRICULATION EXAMINATION OF THE

UNIVERSITY OF LONDON.

My Lords are informed that the SENATE OF THE UNIVERSITY. OF LONDON has passed the following resolution :—

“ That the Scotch Leaving Certificate be accepted in lieu of the Matriculation Examination in accordance with the terms of Statute 116, provided that the Candidate has passed in the Higher or Honours grade in all the subjects required by the Regulations for the Matriculation Examination on one and the same occasion.”

Scotch Education Department, December, 1902.

APPENDIX. 95


M, 252.

The Department have received inquiries from various School Authorities respecting the dates to be fixed for the Written Examination for Leaving and Intermediate Cer- tificates in future, and have decided to make a provisional announcement as to the dates on which it is proposed that the examinations will be held in the ensuing five years, viz.:—

1917 - 1918 - 1919 - 1920 - 1921 -

March 27th to April 4th. March 19th ,, March 27th. April 1st ,, April 9th.

- March 23rd - March 15 th

March 31st. March 23rd.

After careful consideration, it seemed desirable to adopt a general principle governing the date of the examination, and the practice at present in force, i.e., that the last day of the examination shall be the Wednesday before Easter—has commended itself as combining the largest number of advantages, In 1919, however, the adoption of this practice would result in fixing a date that would obviously be unduly late. Accordingly in that year April 1st to April 9th has been proposed, the actual date of Easter being April 20th.

The Department will be glad to receive any suggestions which the School Authorities may have to offer on these proposed dates.

Scotch Education Department, Whitehall, London,

21st June, 1916.

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SECONDARY EDUCATION (SCOTLAND).

LEAVING CERTIFICATE EXAMINATION


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T. FISHER UNWIN, Limited, London, W.C,

1916.

Price Sixpence,

GEGG. HIGHER.

MAP.

LEAVING CERTIFICATE EXAMINATION, 1916.

Q-EOGR-AJPHY HIGHER.

M AP .

PILL THIS IN FIRST.

Name of School

Name of Pupil

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

[OVER.

ORDNANCE SURVEY OF ENGLAND. PART OF SHEETS 115 & 12

Scale of One Inch, to One Statute Mile—o-jisv ■fJSfiles

100 50 100

E. LOWER ///,

MAPS.

LEAVING CERTIFICATE EXAMINATION, 1916.

KNGIjISII LOWER (THIRL R^lRER)

M APS .

FILL THIS m FIRST.

Name of School.

Name of Pupil.3

TO BE PINNED INSIDE THE CANDIDATE’S BOOK OF ANSWERS

AND THUS SENT TO THE DEPARTMENT.

IOVER.

Documents

LEAVING CERTIFICATE EXAMINATION. · LEAVING CERTIFICATE EXAMINATION. EXAMINATION PAPERS 1910. LONDON: PRINTED UNDER THE AUTHORITY OE HlS MAJESTY’S STATIONERY OFFICE Br EYRE AND